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Thursday, 01 July 2010 05:07

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Thursday, 01 July 2010 05:02

Each year, Newsweek chooses the best public high schools in the country based on how hard schools work to challenge students with advanced-placement, college-level courses and tests.

For 2010, just over 1,600 schools - or 6 percent of all the public schools in the United States - made the list.

What's notable is that 15 public charter schools made the Top 100 list, though charters only represent 5 percent of all high schools. Thirteen of the charter high schools were start-up schools, while only two were conversions from traditional public schools.

Sadly, not one single public high school from West Virginia made the Top 100 list.

In fact, West Virginia had just four schools even make the overall list of the top 1,623 schools. The state's highest-ranked school, George Washington High School in Charleston, also our only high school in the top 1,000, came in at only No. 678. 

As co-founder of West Virginians for Education Reform, and as a recent graduate of the state's public school system, I remind citizens and lawmakers that our state ranks 50th in the nation in the number of adults with bachelor's degrees, and that recent survey results show that 86 percent of West Virginia residents favor more public school options.

To me, both data points provide an overwhelming message from parents, business and community members, as well as taxpayers and citizens, that it is time our state creates and passes a comprehensive state charter law that will explicitly allow for start-up public charter schools.

With our graduation rate recently calculated at 71 percent, it is very clear that we are not doing the job of preparing over a quarter of a million of our public school students for college and beyond. The time for real reform is now.

West Virginians want more public school choices, including charter schools - independent, innovative public schools that are held accountable for improved student achievement.

A recent RAND study shows that charter schools have graduation rates 7 percent to 15 percent higher than traditional public schools. In addition, in Chicago and Florida, students in charter high schools benefited from an 8 to 10 percentage point increase in their likelihood to attend college.

Yet, despite such positive data, West Virginia is one of only 10 states that currently prohibits charter schools. 

This year, state lawmakers have made great strides to introduce charter school legislation. However, it includes restrictions that have proven ineffective in other states, such as not explicitly allowing for start-up charter schools.

 

By not explicitly allowing these schools to be started from scratch, we are severely limiting the ability of educators and community groups to create schools of excellence that will prepare students for college and the work force. At the end of the day, families in West Virginia are left with only two choices - traditional public schools and private schools for those families who can afford them.

It is often thought that charter schools are an "urban solution" that is most effective and successful in inner cities with high minority and poverty levels, but that is simply not true.

Take BASIS Charter High School in Tucson, Ariz., for example. It is one of the top-ranked public charter schools on Newsweek's list at No. 6.

It is a start-up charter school that began in 1997 when economists Michael and Olga Block set out to create a model. The result of their vision has received consistent national praise and attention, with 100 percent of their students meeting or exceeding state standards on all subjects of the state's high-school exit exams and moving on to college.

North Coast Preparatory, in rural Arcata, Calif., came in at No. 23 on Newsweek's list.

Opened as a start-up charter school in 2000, this unique high school is based on the International Baccalaureate model and stresses critical thinking, performing and fine arts, community service and international travel - all while providing their students with university-level academic courses.

The bottom line is that our education system in West Virginia is struggling. We are consistently ranked at the bottom of lists that we don't want to be on, and rarely make an appearance on the top lists in education.

President John F. Kennedy said that "All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent."

Public charter schools are simply another way to give parents choices in education for their children. The students in this state deserve every opportunity to have an exceptional education that will prepare them for success in our global economy. 

Adams is co-founder of West Virginians for Education Reform (www.wvedreform.com) and a recent graduate of Capital High School in Kanawha County, where he was student body president.

 
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Press Release
Wednesday, 21 April 2010 01:31

FOR IMMEDIATE RELEASE                     CONTACT:    Ben Adams

April 20, 2010                                                          West Virginians for Education Reform

                                                                              (304) 542-1196

 

STATEMENT BY WEST VIRGINIANS FOR

EDUCATION REFORM REGARDING WVBOE

EDUCATION PLAN

 

 

Charleston, WV – Ben Adams, student leader for West Virginians for Education Reform (WVER), issued the following statement regarding the release of a plan yesterday by the West Virginia Board of Education (WVBOE) to improve education opportunities and increase West Virginia’s chances of competing for federal Race to the Top grants:

 

“We want to thank the WVBOE for clearly putting a lot of thought and effort into their plan, ‘It’s ALL About the Kids,’ and for putting forth the Charter Innovation Zone 2.0 proposal.  The Charter Innovation Zones 2.0 concept is very similar to public charter schools as they exist in 39 other states, where they have proven to boost student achievement and foster innovation, accountability and local control.  This proposal will also help West Virginia earn millions in federal education dollars that will benefit all public school students.

 

“While we support the efforts made by the WBOE to create Charter Innovation Zones 2.0, we would like the governor and legislature to consider some additional components of strong public charter school legislation that have been very successful in other states when considering this issue up in  special session, likely in May.  Public charter schools should serve as laboratories of reform where successful changes can be applied to the broader public school system.  In order to do that, they must be given freedom to innovate in curriculum and personnel.  Teachers, parents and students need to be provided the opportunity for greater choice and flexibility in exchange for greater accountability.

 

“WVER looks forward to continuing to work with everyone who is interested in improving educational opportunities for West Virginia students and families.”

 

Last Updated on Wednesday, 21 April 2010 01:36
 
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Press Release
Wednesday, 13 January 2010 14:59

For Immediate Release:                                                  

Sarah Johnson  

(202) 521-2826                                                                                                                              This e-mail address is being protected from spambots. You need JavaScript enabled to view it   

 

West Virginia Left Unranked in New Charter School Laws Report


State Stands to Lose Up to $75 Million in Race to the Top Support
Unless Charter Legislation Passes

Washington, DC –  West Virginia remains one of 11 states without a charter school law.  As such, it stands to lose up to $75 million in federal assistance under the U.S. Department of Education’s Race to the Top grant competition, according to a report released today by the National Alliance for Public Charter Schools entitled “How State Charter Laws Rank Against The New Model Public Charter School Law.”

 

The report finds 11 states risk losing Race to the Top awards because they have not enacted public charter school laws: Alabama, Kentucky, Maine, Mississippi, Montana, Nebraska, North Dakota, South Dakota, Vermont, Washington and West Virginia. It also finds that 13 states fail to meet a key test of the Race to the Top guidelines because they continue to place restrictive caps on charter school growth.

According to the lead author of the report, Alliance Vice President for Policy Todd Ziebarth, these 24 states are closed to new high-quality charters and should be disqualified from the Race to the Top competition until they significantly improve their laws:  “No matter how strong its policies in other areas, a state that refuses to pass a charter law – or that maintains a restrictive cap on charter schools – is a state that is missing a key building block of reform.”

 

The report is the first-ever ranking of all state charter school laws that is based on the full range of values in the public charter school movement: quality and accountability, funding equity, facilities support, autonomy, and growth and choice. It assesses the strengths of each state’s charter school law against the 20 essential components of a strong law contained in the new model public charter school law released by the Alliance in June 2009. Grading each state law against each component – a total of 800 separate ratings – the Alliance ranks each law from strongest to weakest.

 

“State legislation really sets the bar for the charter school movement,” explained National Alliance President and CEO Nelson Smith.  “When states combine equitable resources, real autonomy, and tough accountability, charter schools flourish and meet the high expectations of parents and policymakers. These new rankings not only show which states are making the grade, but also show how they do it: by paying attention to specific issues that are crucial to school and student success.” 

 

As states prepare applications for the federal Race to the Top grant program, the rankings provide clear indications of which states need to strengthen laws, and how, in order to be considered for grant awards.

 

U.S. Secretary of Education Arne Duncan commented, "It's very important to have better, clearer charter laws – laws that enable innovation, promote transparency about how charter schools perform and how they are held accountable, and provide fair access to public funds and facilities.  We're encouraged that the National Alliance for Public Charter Schools supports creation of better charter school laws as models of learning, and we encourage authorizers to hold charters accountable for student performance.”

 

For this analysis, the Alliance weighted each of the 20 essential components from the Alliance’s model law on a scale of “1” to “4.”  Then the Alliance rated each state’s performance on each component on a scale of “0” to “4.”  To obtain each state’s grade, the Alliance multiplied the weight and rank for each component, then added up the scores for each of the 20 components. The highest score possible was 208.

 

The “Top 10” states that are creating the strongest policy environments for public charter schools to succeed are: Minnesota (152), D.C. (131), California (130), Georgia (130), Colorado (128), Massachusetts (125), Utah (123), New York (121), Louisiana (120), and Arizona (120).

 

The complete analysis can be downloaded at the National Alliance for Public Charter Schools web site: www.publiccharters.org/charterlawrankings. See detailed state-by-state summaries and color-coded maps of how states measure against each component at www.charterlaws.publiccharters.org.

About the Alliance: The National Alliance for Public Charter Schools (http://www.publiccharters.org) is the national nonprofit organization committed to advancing the charter school movement. The Alliance works to increase the number of high performing charter schools available to all families, particularly low-income and minority families who currently do not have access to quality public schools. The Alliance provides assistance to state charter school associations and resource centers, develops and advocates for improved public policies, and serves as the united voice for this large and diverse movement. Over 1.5 million students attend more than 4,900 charter schools in 39 states and the District of Columbia.

 
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Blog
Thursday, 07 January 2010 03:40

Teacher Leadership in Public Charter Schools

When West Virginians for Education Reform (WVER) began the conversation about public charter schools in our state, our message was quite clear- public charter schools are not a silver bullet, 100% solution for public education.   Chartering legislation can, however, create the opportunity for 100 1% solutions to be developed in the areas of curriculum, scheduling, school governance, finances and staffing. 

 

Rather than, as Ms. Hale, current president of the West Virginia unit of the American Federation of Teachers, comments in a recent editorial, “blinding us from our more pressing problems”, a strong public charter school bill can usher in a new way of delivering and thinking about public education, including new structures of governance and accountability. By reserving most authority to the school site, public charter schools can be responsive to the needs of students and families in ways that elude our current, centrally-managed schools. 

 

Further, the traditional one-size-fits-all labor contract is a bad fit for these nimble new enterprises. Not only does it impose common hours, wages, and work rules on all sites, no matter the differences in mission or student population, it also substantially strips the school leader and trustees of the authority needed to manage in the midst of budget uncertainty (our state’s recent $100 million budget shortfall and declining lottery revenues) and public education’s constantly changing needs.

 

To those bound by traditional thinking, this new model presents a threat to

teachers, rather than an opportunity. In the traditional district structure, teachers

are thought to have a voice in district affairs through a centrally negotiated

agreement between the teacher association and the school district. The contract provides job security, usually based on seniority, with wages reflecting seniority plus

academic credits or coursework.  In charter schools, “teacher voice” means that teachers – in partnership with students, parents, administrators, and the school’s board members – actually exert meaningful direction of their own professional lives. On a day-to-day basis, they shape important decisions about working conditions in their buildings – including the mission, curriculum and instruction, programs and services, schedules,

budgeting, and staffing – to advance student results. In many charter schools, teachers even serve as voting members of the fiduciary boards of the schools, actively taking responsibility for the most vital decisions impacting the school sites.

 

Many charter schools have been started by teachers.   Since the inception of the

charter school movement three decades ago, teachers have led the way in deep

collaboration with parents and others.  Charter schools should be the kind of places

where talented young teachers feel they can build a fulfilling career, where

exemplary veteran teachers will want to blaze a new path and where the traditional role of teacher-as-employee is turned upside down..

The potential was underscored by the finding from Public Agenda’s survey of teachers in 2003. The question to a national sample of teachers was: "How interested would

you be in working in a charter school run and managed by teachers?" The question asked respondents to affirm an interest in coming into the charter sector in order to express their interest in teacher professional practice. Still, the interest is quite revealing: 58 percent of teachers said they would be somewhat or very interested; 65 percent of the under-five-year teachers and 50 percent of the over-20-year teachers.

http://www.publicagenda.org/files/pdf/stand_by_me.pdf

 

 

Since teacher associations are committed to serving the interests of teachers, they should applaud and support these new kinds of work environments in which teachers as leaders and professionals can create their own solutions to teacher recruitment, qualifications and salaries.  With public charter schools, we might, at long last try approaching teachers as professionals; leaving it to them, to figure out how the job can best be done.

 
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Headlines
Wednesday, 06 January 2010 20:30

CHECK OUT WVER ON WV TALKLINE
 

Check out West Virginians for Education Reform on Talkine with Hoppy Kercheval.

Click Play button below to start.

 
 
Last Updated on Thursday, 07 January 2010 03:44
 
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