Superior Court Judge Robert Hobgood found North Carolina’s voucher program unconstitutional giving NC public school supporters cause for celebration. Hobgood found the program which effectively takes funding from public schools and directs it to private and religious schools, in violation of the fundamental provisions of the state constitution. “Appropriating taxpayer funds to unaccountable schools does not accomplish a public purpose,” Hobgood said in his ruling. The North Carolina School Boards Association filed a lawsuit in December 2013 against the state challenging legislation, and on August 21, won on all constitutional grounds.
School Board News Today, an online publication of NSBA, provides timely and relevant stories and analysis from NSBA and other news outlets to school board members, administrators, and all others interested in K-12 education.
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Articles tagged with school vouchers
School board members must speak up and speak out about the successes and challenges of their local public schools, panelists told 750 school board members at the National School Boards Association’s (NSBA) first annual Advocacy Institute.
Competing interests — including those who want to privatize the system — are already defining the message and potentially putting school boards and public schools out of business, some media experts warned.
NSBA also announced its national campaign, which will promote public schools and help local school board members engage their constituents. The campaign includes a new website and national print and online advertisements featuring celebrities such as former NBA star and education advocate Earvin “Magic” Johnson, television personality Montel Williams, and Sal Khan, founder of Khan Academy.
Brandon Busteed, executive director of Gallup Education, noted that last year’s annual Phi Delta Kappa/Gallup poll on public education reported an all-time high — 53 percent — of Americans surveyed graded their local public schools with an A or B. Nearly three quarters of public school parents would give the school their oldest child attends an A or a B. However, when asked about the nation’s public schools overall, only 18 percent gave public education an A or B.
And those results — support for local public schools, but skepticism of public education in general — were mirrored in several other poll questions, Busteed said. “There is a huge gap between the reality of the local level and nationally.”
Washington Post columnist Valerie Strauss, who writes The Answer Sheet blog, told school board members that they must do a better job working with local and national media. That means finding important stories about their community’s public schools and bringing them to journalists.
“When you don’t speak up, your critics define you, and that’s what’s happening,” she said. “I don’t hear much from you, either individually or as groups.”
Further, school board members should understand student performance data in order to rebut false claims about public education. “You have to play the data game and you have to do it better,” Strauss added.
In an earlier panel, NSBA invited school voucher advocates, including representatives from the CATO Institute and the American Federation for Children (AFC), organizations that have pushed for expanded school choice, to present their ideas and K-12 platforms. While the panel was designed to showcase oppositional ideas, the panelists and school board members found common ground with CATO’s dislike of federal regulations and AFC Executive Counsel Kevin P. Chavous’ remarks on the need for student achievement.
After Republicans introduced legislation that would allow states to send up to $24 billion in federal funding toward school choice programs, National School Boards Association (NSBA) Executive Director Thomas J. Gentzel offered a reality check on the performance of charter schools, vouchers, and other measures. Gentzel appeared on Fox News and was quoted in The Washington Post and The New York Times stories on the measure.
“We certainly haven’t seen any consistent evidence anywhere in the country that these kinds of programs are effective or producing better results,” said Gentzel, who appeared on a segment during Fox News’ Special Report with Bret Baier on the Senate proposal, introduced this week by Sen. Lamar Alexander (R-Tenn.). Rep. Tim Scott (R-S.C.) has introduced legislation in the House that also would include some students with disabilities and use funds from the Individuals with Disabilities Education Act (IDEA). Watch the video segment.
In the New York Times article, Gentzel countered proponents of school choice who claim that traditional public schools have not improved fast enough, and that low-income families should have other choices.
“The big issue is really that lack of accountability,” Gentzel told the Times. “Frankly, our view is every child should have access to a great public school where they live.”
In The Washington Post, Gentzel discussed Alexander’s proposal, the “Scholarships for Kids Act,” which would allow states to create $2,100 scholarships from existing federal K-12 programs, including Title I, to “follow” 11 million children whose families meet the federal to any public or private school of their parents’ choice. The total cost would be $24 billion—41 percent of the current federal education allotment.
“School choice is a well-funded and politically powerful movement seeking to privatize much of American education,” he told the Post. “We’re not against public charters, and there are some that are well-motivated. . . . But our goal is that public schools be schools of choice. We need to invest and support public schools, not divert money and attention from them to what amounts, in many cases, to experiments.”
Reginald Felton, NSBA’s Interim Associate Executive Director for Federal Advocacy and Public Policy, also told Governing magazine that Title I would inevitably face cuts under Lamar’s plan, along with other programs that benefit disadvantaged children. For states that would choose not to opt into the proposed program, that means less money is available for their most vulnerable populations, he said.
“It’s hard for us to believe that a $24 billion reallocation could exist without drastically reducing funding for Title I students,” he told Governing.
The Ohio Schools Boards Association (OSBA) recently showcased how funding to choice programs hurts neighborhood public schools. In its December newsletter, OSBA notes, “Ohio Department of Education data shows traditional public schools will lose more than $870 million in state funding to charter schools in fiscal year (FY) 2014. That’s an increase of 5.4 percent over FY 2013, when approximately $824 million was transferred from traditional public schools to charters. This increase comes amid ongoing reports of charter school mismanagement, conflicts of interest and felony indictments and convictions.”
According to CREDO (Center for Research on Educational Outcomes) research on charters, states that empower multiple authorizing agencies are more likely to report the weakest academic results for charter schools. Local governance – enacted by local school boards – offers transparency and accountability along with a direct focus on student achievement versus profit.
In 2008, 64 percent of Ohio’s charter schools were on academic watch or emergency status, compared to 9 percent of traditional public schools, according to “The Regulation of Charter Schools” in the Jan./Feb. issue of American School Board Journal.
While the state changed its regulations in 2008, ASBJ cites the case of Hope Academy Cathedral, a K-8 charter school in Cleveland, as an example of the loopholes that exist in Ohio’s charter law. The school was ordered to close in 2011 after repeatedly being rated as in “academic emergency.”
Less than two months later, a new K-8 charter — Woodland Academy — opened in the same building, with 15 returning staff members, the same authorizer, and the same for-profit management firm, wrote ASBJ Senior Editor Del Stover. In its first year of operation, the new charter school also was judged to be in academic emergency.
Patte Barth, director of the Center for Public Education at the National School Boards Association, penned the following column for the Huffington Post:
House majority leader Eric Cantor (R-Va) was speaking recently at the release of the Brookings Institution’s latest report on Education Choice and Competition. Calling these policies “an education revolution,” the House leader baldly stated, “school choice is the surest way to break [the] vicious cycle of poverty.”
Not “a solid education.” School choice.
The Brookings’ report ranks 100 large districts on their school choice policies. Their report came out in advance of National School Choice Week whose organizers boast 5,500 scheduled events across the country beginning January 26, 2014. Both share a goal to drum up more support for funneling tax dollars into educational options — whether they be charters, magnets, private, or virtual schools. The rationale is that a free marketplace will force schools to innovate in order to compete for students. Popular schools will equate with “good schools” and unpopular ones will close. And thus, in Brookings words, we will raise “the quality of the product.”
Unfortunately, that’s one mighty big assumption.
Most choice advocates defend their position by pointing to successful charter schools in New York City and elsewhere. Others extol the promise of virtual learning. What they all provide, for the most part, is anecdote, intuition and belief. When they do cite data, it basically shows that choice policies work in some places with some students some of the time. Truth is, the evidence is much spottier than the champions for choice would have us believe.
Charter schools, for example, are the most studied “choice” reform. Charter schools are public schools that have certain requirements waived so they can try out new ideas. There is much to commend successful charters and what they are learning about effective practices. But according to a 2013 study from Stanford researchers, these are the exception. Only one in four charter schools outperforms its traditional public school counterpart in reading. About one in five performs significantly worse. In math, it’s nearly one in three.
The quality of research on voucher programs is notoriously uneven and often contradictory. Nonetheless, there seems to be general agreement that vouchers may have had a modest impact on some low-income and minority youth in some urban districts. But the findings are inconclusive as to their effect overall. And the general efficacy of virtual schools is a big unknown, largely because districts lack the infrastructure to sufficiently track student performance in online environments.
Ironically, the Brookings report card itself illustrates the disconnect between choice policies on one hand and student performance on the other. One does not necessarily follow the other.
Only three districts earned A’s on Brookings choice and competition rankings: Louisiana’s Recovery District, Orleans Parish and New York City. Along with its Brookings “A,” Orleans Parish earned an “A” on Louisiana’s report card for district performance. Yet the state gave the Recovery District an F. New York City’s A- from Brookings bears little relation to its math scores on NAEP, a national assessment. The city’s scores were at the average for large cities, and below average in terms of gains over the last decade.
Then there’s the low end of the rankings. Atlanta was given an “F” by Brookings. Yet the city boasts fourth-graders who perform above the national “large city” average in reading and posted more than twice the gains their peers made nationwide. Charlotte, North Carolina, and Austin, Texas, are among the highest performing urban districts in both math and reading. Brookings gave them a C and D respectively.
So what does this tell us? That high-achieving, high-gaining districts can have “choice and competition” or not. Either way, it shows it’s a mistake to claim, as Rep. Cantor does, that choice is “the surest way to break the cycle of poverty.”
Contrary to popular perception, public schools have been steadily improving over the last twenty years. Math performance and graduation rates, in particular, are at all-time highs. Neither are public schools the monolithic creature some of the choice advocates make them out to be. Many districts across the country already offer alternatives in the form of charter and magnet schools, and continue to diversify instructional programs in traditional neighborhood schools, too. But parents and students need assurance that the choices they are offered are good ones, something choice for choice’s sake has not done, as the research shows.
In addition, it’s one thing to offer alternatives. It’s quite another to encourage public schools to compete with each other for students which could send the wrong messages. We need only look to our colleges and universities who, in their race to attract students, build football teams and state-of-the-art facilities at the expense of investments in teaching. I really doubt that’s the kind of marketplace we want to create for public schools.
Far from an education revolution, the political attention given choice and competition is diverting us from the hard work of making sure public schools prepare every child for their next steps after graduation. This means continuing to invest in those things that an abundance of evidence shows consistently work – access to high-quality pre-kindergarten, effective teachers, rigorous curriculum and individualized instruction for students. It also means learning from successful schools — including schools of choice — about what works with different students in which situations, and bringing those practices to scale. When we get that right, districts will earn the grades that really matter.
The following story was written by the North Carolina School Boards Association (NCSBA):
A lawsuit filed on Monday, Dec. 16, 2013 in Wake County Superior Court challenges the constitutionality of legislation passed earlier this year that creates a private school voucher program using public funds. Under the legislation, which takes effect in the 2014-15 school year, a private school can receive up to $4,200 in public funding for each eligible student that it enrolls. The legislation does not require that a student struggle academically or attend a poorly performing public school in order to receive a voucher. It also does not require any assurance that public funds will be spent to provide students with an adequate education and one that is offered on a non-discriminatory basis.
The suit was filed by four individual taxpayers, three of whom have children attending public schools, and the North Carolina School Boards Association (NCSBA), a nonprofit, nonpartisan membership association that represents all 115 local boards of education in the state and the Board of Education of the Eastern Band of the Cherokee Nation.
The legislation initially appropriates $10 million in public funds. The complaint alleges that public funding will rise to $50 million in future budget cycles.
“This challenge raises important questions about the use of public funds and our commitment to North Carolina’s students,” said Shearra Miller, president of the NCSBA and a member of the Cleveland County Board of Education. “By diverting funding from the public schools, vouchers have the potential to significantly damage individual school systems, particularly in smaller districts. As a local board member, I am concerned about the impact that will have on our students. In addition, the voucher program does not ensure that private schools that receive public funding will adhere to our constitution’s promise that students will have the opportunity to receive a sound basic education and will not face discrimination. Given all of these issues, the NCSBA Board of Directors felt strongly that the organization should raise these questions in court.”
The complaint asserts that the legislation violates the state constitution by:
• Using public dollars for a non-public purpose—private education opportunities outside of the constitutionally required “general and uniform system of free public schools;”
• Failing to require participating private schools to adhere to any substantive educational standards or practice non-discriminatory admissions;
• Diverting public dollars from the State School Fund, which is to be used “exclusively for establishing and maintaining a uniform system of public schools;” and
• Creating a system of selective secondary educational opportunities that denies students equal opportunities.
As the National School Choice Week begins, the Voucher Strategy Center at the National School Boards Association (NSBA) recommends several resources to counter arguments for vouchers and the privatization of K-12 education.
Patte Barth, director of NSBA’s Center for Public Education (CPE), recently wrote an editorial for the Huffington Post outlining many of the problems with vouchers and other forms of choice that do not hold private and parochial schools accountable for their students’ learning. In “School Choice Does Not Mean All Choices are Equal,” Barth discusses recent research that shows many school options have not lived up to their promises, and instead merely drain resources and funds from each community’s public schools.
Barth also wrote a blog for CPE’s EDifier this week discussing recent allegations that a cybercharter school in Pennsylvania inflated enrollment numbers to gain taxpayer funds.
Americans United for the Separation of Church and State (AU) is promoting a Twitter hashtag, #Vouchersfail, to share stories where school vouchers have proven problematic.
The AU has also set up a website, www.au.org/voucherFAIL, with research debunking propaganda being put forth by voucher proponents.
“No matter their motivation, these organizations share the same goal: shifting as many tax resources as possible from the public school system, which serves 90 percent of America’s schoolchildren, to private academies that play by their own rules and aren’t accountable to the taxpayer. Proponents of ‘School Choice Week’ would rather not talk about the many problems inherent in voucher programs,” the website states.
The Voucher Strategy Center also has resources and articles on the evolving field of school choice.
A lawsuit filed by school boards will determine the fate of Louisiana’s school voucher plan, which may already be jeopardized after a federal court ruling this week.
The National School Boards Association (NSBA) is supporting a lawsuit filed in state court by the Louisiana School Boards Association (LSBA), the state’s main teachers’ organizations, and 43 school districts that challenges the constitutionality of a plan to provide vouchers to Louisiana students in low-performing schools. The first hearing on this lawsuit is scheduled to begin on Wednesday, Nov. 28, in the 19th Judicial District Court in Baton Rouge, La. LSBA’s Legal Counsel Robert Hammonds will be arguing the case on behalf of LSBA’s members.
The law allows students to attend any private or parochial school that is approved by the Louisiana Department of Education, and many of these teach specific and in some cases extremist religious philosophies. Further, the program does little to hold these schools accountable for student learning or financial management of taxpayer funds—for instance, schools that accept less than 40 students with vouchers are not subject to rigorous accountability requirements for student achievement. State legislators and educators have questioned the state’s process to choose the private and parochial schools that are eligible for public funds, while state officials have launched an advertising campaign to promote the plan, which was pushed by Gov. Bobby Jindal.
In a separate but related court ruling on Monday, a federal judge halted the voucher program in Tangipahoa Parish schools, saying that portions of Jindal’s education plan conflicts with a desegregation agreement because the school choice provisions would lead to more segregation in schools. That ruling in New Orleans-based U.S. District court could affect other school districts that are under desegregation orders. State superintendent John White has said the administration will appeal that ruling. It was unclear what the ruling would mean for the students who are already attending schools with vouchers this year.
In a letter to the editor of the The Advocate in Baton Rouge, LSBA Executive Director Scott Richard notes that the voucher program will siphon resources away from public schools with little or no accountability to local school district governance.
The program “is diminishing public school systems’ ability to provide necessary services for all students by diverting public funds to private and parochial entities under the guise of ‘choice,’” he wrote. “What’s wrong with giving parents a choice of where their children go to school under the current voucher program? The private or parochial schools that accept vouchers will not be held to high standards for students’ learning nor the taxpayer dollars they spend — if at all.”
Public schools—governed by local school boards—are best equipped to meet the needs of all students, Richard continued. But those schools need a resources to implement programs that will improve student achievement, including early education, strong interventions for students who are falling behind, and highly qualified teachers and staff.
“LSBA is not defending the status quo in our public schools,” Richard wrote. “We need our elected officials to commit to ensuring that Louisiana has the best public school system available to all of its families and the infrastructure to support it — for the sake of our children and our state.”
NSBA President C. Ed Massey will attend the state trial and bring a letter of support from NSBA to Baton Rouge at the start of the trial on Wednesday.
“It is clear this law was not created with the best interest of all children in mind; instead it promotes a narrow political agenda and will harm community public schools that serve the best interest of all children,” Massey said. “It also deprives the public schools of valuable resources that are necessary to carry out the mandate to provide a free and appropriate public education.”
A new study released today by the Brookings Institute and Harvard University researcher Paul E. Peterson shows that low-income students who participated in a three-year voucher program in New York City in the late 1990s overall fared no better in college enrollments than their peers in public schools. However, the study found that African-American students did attend college at higher rates than those who did not receive vouchers.
Although the study was relatively small and narrowly focused, the authors and voucher proponents are using it to lobby for expanding voucher programs across the country. Peterson and researcher Matthew M. Chingos published an editorial in The Wall Street Journal calling on the Obama administration to support the voucher program for students in Washington D.C. Their claims have been challenged by the National School Boards Association (NSBA).
“The grandiose statements made in the executive summary are not substantiated by the data,” said NSBA Executive Director Anne L. Bryant. One undetermined factor, she added, is the level of parental involvement with a child’s education, which research shows makes a significant difference in the child’s academic achievement.
“Clearly the parents who chose this program were dedicated, and parent involvement is key,” Bryant said.
The study examined longitudinal data from the privately funded New York School Choice Scholarships Foundation Program, which offered three-year scholarships of up to $1,400 each year to as many as 1,000 low-income families. Those vouchers were primarily used at Catholic schools, and in most cases parents also paid a portion of the tuition. However, 22 percent of the students who were offered a voucher never used it, and most of the students returned to public schools for reasons unknown, some after the first or second year, noted Jim Hull, senior policy analyst for NSBA’s Center for Public Education.
Several of the report’s methodologies are particularly troublesome, he noted:
- The study neither isolates the impact of private schools nor school choice on students going to college;
- The study never took into account what happened to those students who left the voucher program to return to the public school;
- Results do not show that expanding vouchers programs will necessarily result in higher college going rates for low-income students in urban schools, even black students;
- While the findings about African-American students appear impressive, the actual impact may in fact be minimal due to a large margin of error. An offer of a voucher may only increase a black student’s chances of going to college by as little as .4 percentage points but could be as large as increasing their chances by 13.8 percentage points. A more robust study is needed to more precisely determine the true impact that a voucher offer has on the enrollment of black students in college;
- The more years a student uses a voucher does not necessarily mean a student is more likely to go on to college.
NSBA opposes publicly-funded vouchers for private schools because such programs abandon public schools, which are required to serve all students regardless of abilities, and eliminate public accountability for those tax dollars. Read more in NSBA’s issue brief.
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