We LOVE our alumni! They teach us a lot of things about the opportunities just waiting around the corner after graduation. We are so proud of our students and feature their success stories HERE on our blog. This month we’d like to introduce Jessica. She is an animal lover, a writer, and an advocate for bullied teens. To learn more about Jessica, read below!
In her words:
“Hello! My name is Jessica. I am currently living with all of my pets, which include: two cats, two dogs, and six little puppies (only one of which I will keep). What have I been up to since graduation? Well, to answer that is simply, I have been working my tail off. But not just at work. I have many personal goals in life as well– which I am working toward in exciting ways each day.
Let’s begin with my work life. I work at a Bon-Ton, which is near my current home. I am a make-up and beauty adviser. I love my job so much. I get to work with amazing, fun people everyday. I have the opportunity to make others feel good about themselves when they leave my counter. It has been a challenge to transition into working, but I’m working through it a little everyday.
I have also been working on my most loved passion: my writing. I recently entered a contest for a newspaper. This contest aims to find a new advice columnist for the newspaper agency. This would be a very exciting opportunity for me because I love to give advice. I am hopeful about the future. Additionally, I have written a children’s book. I am excited to one day become a published author. I hope that my children’s book can be the first of many others to come. Currently, I am working on a novel. It may be a while before it is finished. It contains a ton of different characters and plot lines. The intricate details make for a lot of hard work on my end, but I am excited to complete the project.
Finally, I am also managing my time to work on a personal website. It is a work in progress. My website is designed to help kids, teens, and adults to understand the effects of bullying. Bullying can have a lot of negative effects on people. I feel that it is important to get help, talk to someone, and learn to live life to the fullest. My website hopes to help people dealing with bullying.
In the future, I hope to go back to school to pursue my interests. But, until then I will continue to work on several projects with the hopes of succeeding.
Feel free to check out my new anti-bullying website at:
http://originaljess.wix.com/dontbullyme
Life takes each of us to a different place. Sometimes, we are pleasantly surprised to see where we land. After leaving 21CCCS, Teresa found herself in the rainforest. In this “Alumni Spotlight Blog,” read below to learn more about her incredible adventures following graduation!
Teresa:
A few years ago I couldn’t possibly have imagined that the summer after my freshman year of college, I would find myself in the rainforests of Malaysian Borneo, living out my dream of studying birds. But, last summer that’s where I was: living in an idyllic cabin on a pond in the jungle, watching and filming the most beautiful birds I’ve ever seen, and helping to answer (and ask!) questions about their poorly-known biology.
I had this wonderful opportunity because I joined a research group at my college. Participating in it has taught me so much about planning international expeditions, coming up with research questions, and doing real-world science (which is a lot more exciting than reading textbooks!) My experience with Borneo and my classes at Cornell have reinforced my desire to pursue this kind of work for the rest of my life, and I plan to continue my studies to become an ornithologist.
My advice to current high school students is that you shouldn’t dismiss your dreams, even if they’re a little out of the ordinary. Doing what I love motivates me to work hard and do the best that I can. I wouldn’t want it any other way.
Also, get to know your professors if you go to college; they may seem a little intimidating at first, but in my experience they love what they do and they love sharing it with their students. Some of them know of exciting research opportunities as well!
If you’d like to read about the research I helped with in Borneo (or just see pictures of gorgeous birds and other Bornean wildlife), check out my group’s website by CLICKING HERE.
On Thursday, May 30th the Senate Education Committee held a hearing at North Lebanon High School to discuss the charter and cyber charter funding formula effecting schools across the state. See the agenda for this hearing here. This has been a heated topic for many years, as the funding structure currently employed fails to support learning methods in an equitable way.
The hearing discussed Senate Bill 335, which was recently drafted by Senator Schwank of the 11th District. Among other things, the most considerable piece of this legislation will allow school districts to retain 100% of student funds should that school district offer an in-house cyber program. This eliminates the concept of school choice for parents and their children, so long as a home school district develops and offers its own cyber program.
The hearings gave voice to several groups, offering opinions and perspectives from opposing sides of this argument. School districts are frustrated. They are losing money because students are opting to attend cyber charter and brick-and-mortar charter schools. As their students leave, they must make cuts. The districts also argue that cyber charter schools have different expenses and costs that do not match those found within a traditional school district. They contest that cyber schools have too much money and that their CEOs and other administrators are winning big in a game that excludes the students.
Charter schools and cyber charters have a different opinion on the matter. They suggest that while the funding formula needs to be tweaked to better represent school cost, revoking the ability of choice from parents and students is damaging to education. Should the state mandate that a school district could maintain funds so long as they offer their own cyber program, students would lose the ability to truly choose which school he/she wishes to attend. Consideration of alternative learning models, instructional methods, and teaching staff go out the window.
The hearing allowed for serious debate and considerations. Discussions came to a close following the testimony of Monica Frank, a 21CCCS parent, regarding the experiences of her son, Stephen. Her words rang true, expressing the need to maintain school choice, as it was the thing that saved her son. Read Monica’s testimony here.
It is the hope of the commonwealth that these issues will be resolved in a timely fashion. We’ve been arguing far too long, distracting ourselves from the real job at hand: educating our students.
Build awareness! Read SB 335 here and voice your own thoughts!
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Nearly every time I open a newspaper, or, more often, click through a news website, I see claims that changes to our educational funding system can save taxpayer dollars. Everyone loves to talk about taxpayer dollars and what should be done with them because all of us are taxpayers (except maybe the lucky few who live on a houseboat).
But the claim that we can save taxpayer dollars by reforming educational funding continues to irk me. While it’s true that millions of taxpayer dollars are flowing from the school district to the 157 charter schools in Pennsylvania (16 of which are cyber charters), I don’t see how any efforts made to adjust educational funding can logistically “save” those millions.
I pay taxes in Chester County, PA. My taxes have never gone down. Not once. My parents, like so many other parents I’m sure, taught me that nothing in life is guaranteed except, of course, for death and taxes. Pretty grim reality, but a reality nonetheless. So, how can we save taxpayer dollars if my taxes will only continue to climb over the years?
The message of potential savings being transmitted feels to me like a problem with semantics. What individuals mean to say is that reorganizing the public school funding formula can stand to shift where money goes and what it is being spent on. In plain English, there is a hope that funding reform can adjust the amount of money flowing from school districts to charter and cyber charter schools.
Currently, when a child elects to learn in a charter or cyber charter school, the monies initially expected to be delivered to a school district are instead sent to the alternative public school a child will attend.
How much money are we talking about?
Every school district in the state pays a different dollar amount to charter and cyber charter schools. This is because transferred funding depends upon (1) how much a school district allots to spend per student per school year, and (2) how many students leave a given school district. With so many numbers floating around, and no set expectation, a lot of money feels a bit up in the air. What’s worse is that calculations will change from year to year! Every single school year will operate with different dollar amounts and a different number of students.
But let’s get back to savings. How can we save taxpayer dollars?
Different groups/sources tout different amounts of expected savings. In 2012, Auditor General Jack Wagner claimed the possibility of $363 million in taxpayer savings if charter school funding was restructured. Organizations like the Pennsylvania School Board Association (PSBA) claim the possibility for savings to reach $510 million by the 2016-17 school year.
So, if we restructure, am I going to see my taxpayer money put back in my pocket?
The simple answer is, NO.
Nowhere in the equation is there a factor of “savings” for the taxpayer. No one is writing you a check. Instead, restructuring the funding formula will mean reallocating funds so that school districts retain a higher dollar amount for students they no longer serve. This is to say that when a child opts out of a traditional brick-and-mortar school district, that school district may retain the right to keep monies for that child.
That doesn’t sound like savings to me. It’s important to know the facts. Restructuring the funding formula may better organize how monies are flowing to public schools (districts and charter schools alike). But no one is walking away with more money.
It remains your choice and your right to help designate how spending occurs. Stay informed!
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This year, the state of Pennsylvania (as well as several others) offered an online version of their standardized tests for students. For us, this means the PSSAs and Keystone exams could be taken on a computer. 21CCCS was one of the first schools in PA to opt-in for online testing. While reports across the country have shared some issues with offering standardized state tests online, we encountered minimal issues.
For schools that have been swamped with paper-based state standardized exams for years, this was a huge change with the potential for a variety of positive effects. For the students, it means traveling to a designated location with his/her computer in tote, and logging into a web site from that personal computers. This removes the immediate anxiety of suddenly switching from the computer they’ve become comfortable using to something entirely new.
How does this contribute to comfort? The writing test for the PSSAs requires students to type their responses, instead of clicking through multiple-choice answers. It may sound strange, but something as simple as feeling comfortable with the spacing of keys on your keyboard will contribute to lowered anxiety and more comfortability during testing. When students can type on a keyboard they normally use, they work efficiently and without the worry of having to make an adjustment.
The tests are timed, answers are recorded, and students can easily scroll back through questions and return to those they weren’t sure about. This gives students the opportunity to rethink their responses and answer to the best of their ability, while eliminating the common human error seen when students have to fill in tiny bubbles on answer sheets. Working back and forth between the test booklet and answer booklet is not a problem when everything a student needs appears on a screen in separate windows for each test question. Additionally, as soon as students log in and submit their tests, attendance and participation in the assessment is automatically tracked and recorded.
For proctors and administrators working to organize and distribute these exams, online testing is clean, organized, and easy to distribute. There are no test or answer booklets. There is no counting, collecting, checking, and double-checking that all materials are received from and returned to the state. The fear of losing something along the way has been eliminated.
So, how did things pan out? Now that the PSSA testing is behind us, we can begin to reflect on our experience. We’ve received nothing but positive feedback from parents and students. We were fortunate to learn that Data Recognition Core (DRC) would be the company managing all PSSA and Keystone online testing. This is a company we have worked with before, to issue students preparation testing and materials called the Classroom Diagnostic Tool (CDT). We were familiar with their services and best practices. They were incredibly responsive, helpful, and resourceful in answering questions and helping us to feel confident to issue the test to our students. They were willing and able to troubleshoot, and did so in one instance when a student’s answer screen froze.
In some areas where we held testing, if the site’s network quality was not strong, we had an issue. But, that was more so a problem because we needed to rely on the connectivity of the sites where we offered the test. With a variety of testing sites, it was no easy task to ensure that all networks would be ideal.
We hope to continue to offer state assessments online. It has proven to be a seamless process that helps the students to feel confident and more at ease. School Guidance Counselor, Mrs. Lyle reports, “This is a much cleaner process now. Moving forward, I will pick it every time, hands-down. We’re an online school, and this is how the kids are comfortable. It just makes sense.”
I’ve heard a lot of words floating around recently, to describe what’s missing in cyber charter schools.
Transparency.
Accountability.
There are plenty of efforts across the legislative landscape that are aiming to attack cyber charter schools, claiming that they lack these two things. This assumption can be easily rectified. How does 21CCCS create transparency and accountability within its school? Read below to learn how we do it!
1.) Annual Report (Comprehensive Planning)
This is submitted to the state each year to show that we are meeting annual goals and objectives identified by the state. The document is constructed with the help of staff and administration, to illustrate the ways in which we tackle things like: curriculum and instruction, assessment, safety and security, materials and resources, special education, future goals, facilities, staffing, and more.
2.) Teacher & Staff Evaluations
These are given twice a year. Our initial evaluation process was developed in-house. However, in 2014, we will utilize a tool developed and distributed by PDE. These evaluations are used to assess teacher performance, progress, and growth. It is also used as a tool to help determine merit-based salary increases.
3.) School Board & Meetings
Our board consists of Intermediate Unit Executive Directors, School Superintendents, and devoted parents. Each of these individuals are consulted as decisions are made within our school. In fact, board approval is required for budgetary, marketing, scheduling, and overall school value decision making. These contributors help to deliver the goals and objectives of our school’s mission. We also abide by the “Sunshine Act,” which means we publicly announce all board meetings, making them assessable by the public.
4.) iNACOL Teacher Training Program
Each of our beginner teachers are inducted into a two year training program. The program we use is based from Charlotte Danielson’s work, which is nationally recognized as the expert in teacher effectiveness. Our teachers learn how to teach effectively in an online environment, and become acclimated to our web-based learning platforms.
5.) Curriculum Aligned to PA State Standards and the Common Core
Our curriculum is written by 21CCCS highly qualified, state certified teachers and instructional systems designers. Teams construct the best possible curriculum for our students, while aligning instruction to state standards as well as the Common Core.
6.) PDE State Mandated Assessments: PSSA and Keystone Exams
All of our students are required to take all state assessments given each year in the grades required. Our students are accountable for their learning, as they are held to the same standards as students in traditional bricks-and-mortar schools. Further, this information is used to calculate our AYP status, which contributes toward our school and LEA assessment scores.
7.) Regular Budgetary Approval
The system of approvals is the same as those found in public school districts. There is a transparent process, which is evaluated and voted on each year. Decisions are made to determine what the school should spend its dollars on, based on what is appropriate for a public institution.
8.) Strict Attendance/Enrollment Policy
Our students’ progress, growth, and participation in lessons and assignments are vigilantly monitored by the school. This means that should a child not regularly contribute as a student of our school, he/she is immediately contacted. In extreme cases, students are removed from our school if they are unable to meet working expectations.
9.) Pennsylvania System of Cyber Charter Review (PASCCR)
Each year, PDE visits charter schools to check on their operations, curricula, and overall planning for the future. In preparation of these visits, our school constructs a 500 page document to support each component of our school. We detail, and are thus held accountable for, our student learning, how student learning is measured, technological support, staffing information, and more.
10.) Highly Qualified Teachers
100% of our staff is highly qualified and state certified. While the state of Pennsylvania only requires 75% of a charter school’s faculty to carry this distinction, we have maintained such a credential for several years. In addition, many of our teachers hold certifications in more than one content area.
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Read below to learn more about some of our spectacular alumni! Rachel has a lot of great things to say about college and making a life transition.
Rachel:
I’m currently a freshman at MIT in Cambridge, MA. Most of my first year here will be spent taking general intro classes, but I plan to get a biology degree and become a medical researcher. I love late-night sociopolitical discussions, sweet potatoes, and the BBC’s Sherlock. I’ve also been dancing (ballet and ballroom, mostly) since I was about 7, and I’ve continued that at MIT as well.
There are a lot of things I could say pertaining to the 21cccs—college transition, but I’m going to focus on time management. (Typical, I know, sorry.) Seriously, though, it’s been one of the most useful skills I’ve brought with me and I’ve noticed that it’s a challenge for some of my fellow freshmen. I was cyber-schooled throughout middle and high school, and I was a 21cccs student from 10th-12th grades. Online schooling takes a lot of self-motivation, especially in later grades. There is no explicit schedule, and no teacher at the front of the room. It’s up to you to finish that essay or take that math test. Teachers are always available for help, but you have to reach out to them; there’s no way for them to know that you’re struggling if you don’t say anything. It’s unbelievably easy to procrastinate, especially when the Internet is a click away. Most of these challenges are unique to cyber-schooling, and I think it’s really important to acknowledge that online education doesn’t work for everyone. It didn’t work for my siblings. It was perfect for me, however, and by the time I graduated I had gotten really good at managing my time, taking control of my own education, and asking for help when I needed it.
When I got to MIT, these skills were just as important! The workload here dwarfs anything I ever experienced in high school, but I’ve been able to stay on top of everything. My first week here, I knew that I needed to start my homework early, make sure I knew about deadlines and exam schedules, and ask other people for help when I didn’t understand a chemistry concept or a physics problem. I’m definitely not a model student, but I had a much smoother transition than some of my friends. I definitely attribute this to cyber-schooling and the fact that I learned how to structure my own schedule in middle school (instead of three weeks into my freshman year of college).
I’ve already exceeded my word limit by over 100 words, so I’ll stop there. If there’s anyone out there who’s applying to colleges or thinking about applying or wondering more about the relationship between cyber-schooling and college, you should email me! Seriously!
We are so proud of Rachel’s successes so far. Often times, that hardest part about transitioning to college is learning how to adapt to the schedule change, and find a routine that works well for you. Thanks for sharing, Rachel! And best of luck!
There are more than a few reasons that I was impressed by 21CCCS when I first came to know the school. I was excited to work in the charter school system, to work with dedicated teachers, and know that the school serves a special population of students. But, what really struck me when I came to this school was the dedicated attention paid to prepare teachers to teach in an online environment. When I graduated from my own teacher certification program, it was the spring of 2012. It wasn’t too long ago. When I think back to what sort of course requirements and instruction I had, it is baffling to consider that online instruction was not a requirement.
As a graduate student, I took coursework specific to delivering instruction in a traditional classroom. While there was often mention of including technology in our lessons, it was not mandatory that we fully explore just what technology can help to deliver. There was never one set course designed to explore online tools, social media, or other relevant resources that could help students learn with the use of technology. I didn’t learn how to operate on a platform like Blackboard or Moodle from a teacher standpoint. I didn’t know anything about coding, or php files, or html.
So, recently, I got a little curious. I started researching other colleges in our area to see if there are classes built into teacher-educator curricula. Since most teachers enter this profession from the undergraduate level, I searched college course catalogs and class requirements for El. Ed and Secondary Ed teachers. I wanted to find coursework that specifically targets an exploration of utilizing technology in the classroom. The courses offered in a given school’s undergraduate teacher curriculum are listed below:
Pennsylvania State University:
EDUC 462, Computers for Classroom Teachers
EDUC 463, The Internet and K-12 Education
EDUC 464, Technology and the Learning Process (Not required for teaching degree or certifications)
Villanova University:
COMM 3352, Media and Technology (Required for Teachers of Communications only)
University of Pennsylvania:
No undergrad degree in education
St. Joseph’s University:
No tech coursework identified
Drexel University:
EDUC 310, Computer Applications in Teaching
EDUC 325, Multimedia in Instructional Design
West Chester University:
EDU 350, Computer Applications in the Humanities (Required for Teachers of English)
Temple University:
GENED 08xx or 09xx, Science & Technology I
Albright College:
EDU 350, Instructional Technology
Eastern University:
EDU 231, Computers in the Classroom
Immaculata University:
EDU 320, Science and Technology Methods
Arcadia University:
EDU 266, Instructional and Assistive Technologies in Education
While some schools are offering technological instruction for their teachers-in-training, not all schools require these courses in order for students to graduate. The courses themselves seem basic in nature. And, offering just one class can only get a person so far. Further, I checked out PDE for a little more information. The Pennsylvania Department of Education does not require an educational technologies component in order to earn state certification. The state requires an individual to earn a bachelor’s degree from an approved teacher certification program within a given university. The state publishes a list of “Approved Certification Programs” across the commonwealth.
With over 34,000 publicly educated students now choosing cyber school in the state of Pennsylvania, it seems shocking that a greater emphasis is not yet put on education technologies training for teachers-to-be. Much of the training that teachers receive occurs as it does in our school—after a teacher has been hired to work in a cyber environment.
So, what does training look like? It takes a lot more than simply learning how to work off of two or three monitors everyday! Newbie teachers become co-teachers to start, so that they may observe and model what another successful veteran teacher is doing. Teachers are paired by content area and learn to operate on two different learning platforms: one that stores content and information (Moodle), while another engages students to interact with teachers and classmates in a virtual space (Blackboard Collaborate).
Our New Teacher Orientation and induction program guide the transition to teach in a cyber school by offering a systematic approach to a new way of teaching. Mostly, this means our teachers are learning how to deliver instruction virtually, and respond to learning needs appropriately. Communication skills are honed and developed, helping teachers to convey information through various means. Teachers also learn how to balance and manage multiple platforms throughout the day, catering to tutoring needs, emails, call-ins, a steady flow of grading, and providing feedback to students constantly.
Juggling so many things is no easy task. Our teachers are passionate, dedicated, and wizards at what they do. The transition period has its learning curve. But, it is important to note that our teachers have become great at instructional delivery because they’ve been around for a while (since 2001). While technologies learning is not yet at the foreground of teacher education training programs, our school has certainly risen to the occasion.
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It’s no secret that we’ve been fighting a battle to maintain the concept of choice in the educational landscape. Charter and cyber charter schools have given parents and children the opportunity to execute their right and freedom to choose what’s best for their learning. Unfortunately, such democratic sentiments are not shared by all citizens. This is why the battle continues. When it comes to education, some believe that too many choices are a bad thing.
In a recent article printed by Philly.com, Inquirer columnist Karen Heller writes, “Americans are overwhelmed by choices, not all of them good.” While I can condone this statement for the sheer fact that I sometimes feel overwhelmed at the local hardware store with too many paint choices, I can’t say that Heller’s sentiment holds water when it comes to public education. And as she speaks for Americans at large, I have to ask which Americans she’s speaking for. Who agrees that choices in public education are a bad thing?
Heller’s article, titled “In Philly, the Fast Track to the Cyber-School Bottom,” goes on to express that educational options are detrimental because they are overwrought with poor alternatives. Therefore, she reasons, why offer so many options in the first place? Knowing the endless list of positive outcomes (individualized instruction, differentiated learning, special services, better student-pacing) and possibilities generated by charter and cyber charter education, my first inclination is to question whether or not Heller implicitly understands anything about charter school models, or the fundamentals of educating young people.
Secondly, I wonder which schools Heller interviewed or observed for this article. Which students, educators, or administrators did she speak with, to inquire about student learning? Outside of consulting a higher education professional (who can be viewed as considerably removed from the secondary school arena) and State Rep. James Roebuck (a passionate Democratic representative since 1985), Heller’s article does not cite any charter or cyber charter schools. It does not cite students or school district officials.
Heller’s claims are ultimately generalized and ill supported. She touts that our public school options are not “producing.” But, what is any educational institution meant to produce? Test scores? Drones who adequately respond to multiple-choice questions? Children who can check the right box on a math exam? Or is our educational system meant to teach students to think for themselves, to engage with course material, integrate it into their own thoughts, and become free-thinking, well-rounded adults who can contribute to our society? Choice is the biggest component that helps individuals grow, learn, and participate in the larger society. Their educational journey starts with finding a learning solution of best fit, and grows over time as they cultivate their knowledge through deep thought, analyzation, and consideration of larger-sweeping global philosophical problems. Students are able to consider such thought processes when they are exposed to thinks like art, culture, music, and the like.
However, Heller goes on to express that it is time to strip the educational system of multicultural education, architecture and design, and folk-arts learning. She suggests that, “What we need are strong, non-specialized schools for reading, writing, and math.” But there are two key components against this argument.
First, there is simply the fact that charter and cyber charter schools are already concentrating learning on math, reading, and writing. We do that by integrating these concepts with interesting, multifaceted concepts and subject matter like social studies, the humanities, multiculturalism, languages, and various types of art. We charge students to think about topics that speak to their interests and engage their passions and senses. We ask them to be creative, exploratory, and curious. Then, we teach them to express thoughts by reading, writing, and analyzing those ideas.
Secondly, there is the fact that structuring schools to only explore basic skills will not diversify knowledge or challenge higher order thinking skills development. It will make for rote learning that is overly focused on the acquisition of a basic skill, rather than the understanding of how to utilize a variety skills in multiple forms.
Further, it is important to note that as public institutions, charter and cyber charter schools follow the same state standards as traditional brick-and-mortar schools. This is to say that our students are held to the same high expectations seen across the state of Pennsylvania. Our curricula are aligned both to the Common Core and PA State Standards. Student learning is assessed, monitored, and driven by state certified teachers (many of whom hold certifications in more than one content area) and well-credentialed administrators. Comprehensive plans are written and released to the state to show accountability not only for school operations, but also for student learning. The plans are sent to the state annually to show what changes and improvements are being made, what challenges are faced, and how growth potential will evolve over time. Assessment and culpability are rampant in all the public schools across the state.
Finally, I think it’s critical to recognize that while parents and students have maintained the right to educational choice, charter and cyber charter schools are thriving. The population in PA is speaking for itself. They want to see continued growth in these alternative forms of education. They feel that their children are being successful. They feel confident in their learning, and they are leaving school with a different perspective of education.
Heller’s article tells us, as a cyber charter community and a public educational community, that informing the general public of the successes of charter and cyber charter schools is of the utmost importance. I wish that Heller had spoken with any of our graduating seniors or alumni. They are examples of the fine individuals we have produced, who will attend tremendous higher education institutions across the country, Ivy Leagues not excluded. I wish she had spoken to the students for whom our school has been a lifeline, offering an educational option that meets their needs, builds confidence, and shows them that there is more than one way to become a successful individual. Finally, I wish others could see that while more is not always less, when it comes to public education, choice is not just a freedom in this country, it’s a right.
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As we inch closer and closer to the June deadline, the PA House of Representatives’ Education Committee must make a decision. The education funding formula for charter and cyber charter schools has been under scrutiny for some time. School districts are seeing funding deficits in their budgets that are causing them to cut educational programs. Cyber and charter schools see the threat of funding cuts that may ultimately result in their demise. Everyone is struggling to provide what’s best for the students of pubic education. But, it seems that the waters have become muddied. What is best? What moves will ultimately serve the constituents? And what decisions will help to make our current educational framework not only stronger, but more effective, and more meaningful for the citizens of this country?
The School Choice Movement is a democratic ideal brought to families of Pennsylvania in an attempt to give back the right to options. When traditional schools across the country started failing, one determined option was to give parents choices. Charter schools are public institutions that operate without all of the same restrictions that traditional public schools face. (Although many regulations do apply, such as committing to take and pass standardized state tests, and receive scoring evaluations based on test results.)
Ultimately, these schools operate based on a charter, which is written and approved by an authorizing body. In the case of 21CCCS, our charter is held by the Pennsylvania Department of Education, (PDE). The drafting and approval of a charter means that all schools are designed and run under an intentional set of operating guidelines. They have a designated purpose and learning model. Because all charters have been written by different groups of individuals for different purposes, this also means that each one operates a little differently from the next.
So, what does “different” entail? As the CCSA describes, “Some charter schools provide a curriculum that specializes in a certain field—e.g., arts, mathematics, or vocational training, while others attempt to provide a better and more cost efficient general education than nearby non-charter public schools.” Charter schools were also conceived to act as sorts of brainstorm centers. It was believed that these schools could become places of innovation, where alternative learning models and teaching strategies could be tested. Such testing could ultimately aid and assist traditional school districts where they were failing. Trying many models and alternatives would give many options to school districts in need of innovative ways to better themselves.
So, what happened? Charter schools started to be seen as a great option. Parents and students liked charter schools. They liked them, and so they grew. As reported recently by columnist Martha Woodall, “Pennsylvania’s 157 charter schools and 16 cyber charters enroll more than 110,000 students.” With more and more students opting out of traditional brick-and-mortar schools, the shift in funding has become more and more apparent.
So, what’s the big deal? The big deal is that we need a way to fund this growing educational alternative. The state does not currently provide a direct payment model for charter or cyber charter schools. This means that no additional funding has been pumped into PA state’s budget for education, considering the now 173 alternative schools in the state.
Educational funding for charter and cyber charter and in PA is based entirely on school districts. Money flows from the school district to a child’s school of choice when he/she enrolls in a new public school. Some students come from school districts that spend $8,000 per year to educate, while others come from schools that spend upwards of $15,000 per year to educate. However, whatever amount of money is spent on a student in a given school district is not the same amount that will be put towards his/her cyber charter education. Instead, charter and cyber charter schools operate on about 70% of that amount. This means that cyber charter schools operate with various amounts of funds, each being contributed for a different student depending on the district in which he resides.
This becomes problematic when a traditional school has budgeted for the school year under the assumption that average enrollment numbers will be seen from year to year. Instead, students have begun leaving traditional school districts in larger numbers. As a result, those schools suddenly feel a much heavier weight with the loss of funds once received to educate those students.
So, the funding formula is not working. The students who remain in traditional bricks-and-mortar feel a change in their schools, as well. Programs that once existed are getting cut. But there are other ramifications for the families who choose a different type of public school. Some families have reported being mocked, questioned, or judged for making decisions to leave the the school district. This separation is causing a sort of discrimination that only adds fuel to the fiscal controversy at hand.
For our school, we continue to argue that students have earned a choice. They deserve the chance to choose the school and instructional methods that will work best for them. That means we hope to retain appropriate funding to provide such instruction. Any of the bills currently pending approval in the House Committee of Education that request cuts to charter and cyber charter schools will hurt our cause. Cuts will hurt our students.
Keep yourselves informed! Follow what’s happening across the educational landscape, and respond to your legislators. Let them know what YOU want and what will benefit YOUR children! And, always let us know how we can help!
