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APRIL 2003

Attending a Local Conference on Charter Schools
by Sybil Maimin

Charter schools, an experiment in educational reform, is a movement, an industry, and for those involved—a passion and commitment. Thirty-nine states have charter school laws and over 575,000 students attend 2,700 of these quasi-independent public schools. In New York State, 11,000 children attend 38 charter schools in nine different cities. The charters are performance contracts and have a set time limit (five years in New York State). They detail the school’s mission, ways to measure success, and accountability requirements. Charters to establish schools are mainly sought by parents, teachers, community members, or entrepreneurs; an existing school may convert to a charter. The purposes are generally improvement in education, desire for autonomy, and realization of a special vision. As publicly funded institutions, charters are open to all children; in New York, a lottery is held when demand exceeds number of seats.

The movement is well organized. A recent local conference sponsored by The New York Charter Schools Association and The New York Charter School Resource Center (similar conferences are frequently held around the nation) offered training, advice, networking opportunities, and a look at the goods and services required by charter schools. This year’s meeting featured panels on the No Child Left Behind Act, public and private fund-raising, and public relations strategies. Brian W. Jones, general counsel at the US Department of Education, delivered the keynote. New York City Councilwoman and chair of its Education Committee Eva Moskowitz, a fervent advocate of charters, was presented with the Charter School Champions Award.

The current fiscal crisis was on the minds of attendees who depend on tax dollars as well as private profit and non-profit funds for their schools. In the changed environment for grants they were advised to be pro-active, knock on doors, and most important—write proposals correctly and with attention to every requirement. There is “competition for money” and “some fatigue out there,” they were told. Make a strong case that your school is “viable.” Application for federal No Child Left Behind funds is particularly difficult and cumbersome. Getting professional assistance from outside sources experienced in the application process was recommended. Brian Jones brought from the Department of Education in Washington the message that “education is a public good and to improve it creates a public good.” He congratulated the “revolutionaries” at the conference for “rethinking how to make a meaningful public education for our kids.”

Charter schools are still controversial because they tap into tight tax money and, according to some, are precursors to vouchers. Advocates see their potential as models for reform. A bipartisan bill currently in the NY State Assembly, A.4236, would impose a three-year ban on new charter schools and cut some funding. The formula for per pupil funding is different from that of regular public schools and, some say, favors charters. Charter advocates see the bill as punitive and a serious blow to their movement. Proponents believe it is a fair means of sharing tax cuts being imposed on public education. Councilwoman Moskowitz sees the bill as “an attack on charters.” “In times of fiscal austerity, competition is extremely important,” she maintains. “Many obstacles have been put in our way, but we will not be stopped.”#

 

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