in the running debate between which is better, charters or public schools, the evidence is appearing overwhelming. Public schools are better.  If you wish to see the negatives we currently have in EVERY SINGLE ONE OF OUR CHARTER SCHOOLS,   go here…. 

Now for an overview, here is what an independent educational association discovered about charter schools… Remember, anyone can run a charter school; only “real” professionals can run public schools.  That distinct difference in leadership does indeed make a difference, as you will soon see….. From the report:

There is little or no
evidence of a clear
and consistent
understanding of the
mission and vision
by school leadership.

There is no clearly
designated school
leadership team
involvement in the
developing or
implementing of the
School Success Plan.

The school
leadership provides
no instructional
support.

School leadership does
not ensure that school
policies are focused on
improving student
achievement.
 School leadership does
not ensure that school
structures are aligned
with district/school
policies.

The school building leader’s
decisions are not focused on
student achievement.

The school leadership has not
implemented a school
monitoring process to evaluate
the effectiveness of the School
Success Plan on improving
student achievement.

After fixed costs are
considered, school
funds are allocated
based on minimal
consideration of
school and student
needs and
school/district
priorities.

Professional
development is not
systematic or
collaborative.

The process for
assigning teachers to
classes is based only
on schedules and
teacher preference.

The process for
assigning students to
classes and
interventions is
based on schedules,
available staff and
class-size policies.
 The process does not
include input from
teachers, parents,
pupil resource
provider, or the
student (if
applicable).

The school has not
implemented a
written curriculum
related to State and
Common Core State
Standards.

The cognitive demand
of instruction is low.

Curriculum content
and school
implemented
instructional
strategies are not
supported by
research.

Little or no evidence
of compliance with
the State response to
intervention
regulation exists.

Not all students are
provided with
instructional
materials.

State required
assessments are the
only assessments
administered in the
school.

Unit/lesson plans
are not aligned to
the State and
Common Core
State Standards or
address student
needs based on
assessment results.

There is no
evidence of
standards-based
grading
procedures.

Individual student
assessment results
are reported to the
educators.

The school professional
development is
unrelated to student
achievement results.
 Not all teachers
participate in school
wide professional
development.
 No evidence of a school
professional
development plan.

The school does not
provide follow-up
support for
professional
development.

The school does not
use assessment data
to evaluate the impact
of professional
development.

There is no
evidence that the
school
communicates
awareness of or
expectations for
meeting State and
Common Core
State Standards.

The school does
not demonstrate
high expectations
for teacher and
principal
performance.

There are no
policies or
procedures in
place or
enforced to
provide a safe
environment.

There is no
evidence of
school policies
and procedures
regarding
disciplinary
actions for
students with
inappropriate
behaviors.

There is no
evidence of
school policies
and procedures
regarding
students with
physical health
concerns or
positive
nutritional or
physical activity
practices.

There is little or
no evidence that
the school has
parent and
community
involvement in
the school
success process.

There is little or
no evidence that
the school
encourages
parent
involvement or
communicates
with parents.

Against these observations, Charters consistently respond that many of these items are not in their original charters. They insist they are not supposed to supply Social Services for their students.  In fact they respond, that is exactly why they work so hard to cull the poor and minorities from out of their ranks. Their job has very little to do with kids.  The main focus is making money for their investors.

Putting such lists of these expectations in the public’s mind, say Charter Schools, is what keeps them from fulfilling their prime directive: making money for their investors.  Charter Schools insist that their jobs would be simpler, if the state would just simply leave them alone, let them lock kids up in a room for 6 hours, collect the money, and send it upstream to their investors.  That alone, they insist, is their reason for being. They are only there to make money, not elevate students to reach arbitrary educational standards created by geeks sequestered in a Washington DC hotel conference room….

In their defense the Charter School Association reiterates:  “No one invests in Wal*mart for its customer service”.  The prime reason customer service is bad at Wal*mart is because the prime job is being done very well: increasing the profit of the Waltons. Charter schools are just another business and deserve the same respect and bending of the law that Wal*mart always gets,”, they say.

If you run your schools like Wal*mart, you get the results of Wal*mart…..  In a nutshell, that is what Charter Schools offer.

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