March 18, 2015, HARRISBURG, Pa.—Would you send your child to a school district that teaches 8 percent of the county’s students yet accounts for 87 percent of its student assaults? In 2012-13, York City School District tied for second-lowest in academic performance in the state. New research reveals that York City is also one of the most violent school districts i
This afternoon, Philadelphia families who have endured enrollment lotteries and thousand-student waiting lists may finally be granted more education options, as Philadelphia’s School Reform Commission will rule on 39 pending applications for new charter schools.
Academic failure, school violence, and financial mismanagement have been the dubious hallmarks of the School District of Philadelphia for decades. In that time, there has been one constant actor fighting tooth-and-nail to maintain the unacceptable status quo in Philadelphia’s education system: the Philadelphia Federation of Teachers.
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What are some solutions to fixing the environment in failing school districts? Providing families with the flexibility in choosing where their children go to school, rewarding the best—not just the most senior—teachers, and allocating funding based on student need would be a great start.
But with his recent budget proposal, Gov. Wolf has shown that he favors spending more, not spending more wisely, on struggling schools.
James Paul, a CF senior policy analyst, compares this strategy to buying a new car and taking it home, only to realize it needs numerous repairs. After demanding answers from the car dealer, would you agree to buy the same exact car—but for even more money?
Listen to James’ interview with WSBA’s Gary Sutton to hear more about the benefits of school choice.
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There’s a reason why Philadelphia families endure charter school lotteries in which less than two percent of 5,000 applicants win seats. These schools are producing terrific results in the classroom—and a new study from Stanford confirms it.
Stanford’s Center for Research on Education Outcomes (CREDO) compared the performance of urban charter schools to traditional public schools (TPS) in the same neighborhood. After analyzing 41 urban areas in 22 states over a five-year period, CREDO found that charter students receive 40 additional learning days per year in math and 28 additional learning days per year in reading. The results are just as impressive in Philadelphia, where charter students receive the equivalent of an additional 40 days of reading and math compared to TPS students.
What is the CREDO methodology for comparing performance between sectors? The authors match charter students with a “virtual twin” in TPS and track academic achievement over time. Each set of twins have the same (or similar) grade, race, gender, socio-economic status, special education status, and English language learner status.
Strong charter school performance is mainly attributable to high achievement among low-income students, Black and Hispanic students, and English language learners. Across the country—and particularly in Philadelphia—charter schools are excelling at educating students who typically lag behind their peers.
CREDO's authors have found that learning gains increase for charter students as they remain in the charter sector for multiple years. And the benefits of charter schools span from the elementary to middle to high school level. Most importantly, the CREDO findings reject the tired narrative that certain groups of students are incapable of achieving in the classroom.
There is no charter school “secret sauce.” Successful operators in Philadelphia prove that with a few important changes—and a new set of incentives—all students can learn, grow, and achieve. The only thing holding back more students from recognizing their maximum potential is an under-provision of charter schools.
The first Winter Concert was the turning point. That’s when students at The Philadelphia Charter School for Arts & Sciences—formerly known as H.R. Edmunds—began believing in themselves.
“Our kids learned they had something to be proud of. They started to take classes more seriously. It was amazing to see,” said Judith Taggart, Dean of Students for grades K-2.
By all accounts, the concert was a resounding success. But things weren’t always so rosy at the Northeast Philadelphia school.
Prior to 2012, H.R. Edmunds was a traditional public school known for violence and dismal academic performance. The situation became so dire that the district brought in an independent operator to run the school and assume management. Edmunds was awarded to String Theory Charter Schools as part of Philadelphia’s renaissance schools initiative.
The new leadership team decided to kick off the year with a musical performance from an established performing arts school in downtown Philadelphia. The administration intended to show their new charter students what they should aspire to achieve.
As the performance began, the Edmunds students laughed. They booed, hissed, and jeered. The children never before witnessed a live concert, and they never learned how to conduct themselves in an audience.
Fast-forward a brief four months later to the 2012 Winter Concert: The same students laughing and jeering in September were now up on stage themselves, playing instruments and performing. This was a 180-degree turnaround. The culture changed.
Michael Rocco, principal at Arts & Sciences and a three-decade veteran of Philadelphia public schools, is proud of the new culture emanating from his classrooms. He attributes much of the school’s success to its longer school day and unique curriculum. In addition to the core subjects, K-5 students try their hands at various musical instruments, ballet, creative writing, and foreign language. By 6th grade, each student declares a concentration and focuses exclusively on this subject for 90 minutes each morning.
Jaime Mong, Dean of Students for Grades 6-8, explains that when new management took over, “students were surprised their tests were actually being graded.” Prior to the charter school transition, Edmunds children had routinely submitted assignments and failed to receive a grade—let alone substantive feedback.
The structure and incentives at Arts & Sciences are unique from Philadelphia’s traditional public schools. Teachers are hired at will. “It’s essentially a one year contract for everyone,” Rocco explains.
It’s impossible to argue with the results in the classroom. Arts & Sciences’ School Performance Profile (SPP) score has dramatically improved every year. In 2013-14, the SPP score exceeded the district average by ten points.
School leaders anticipate even better results in the coming years. It all starts with the new culture of high expectations. “This is our family here at Arts & Sciences. We know these kids,” said Dean Taggart. “We care for them.”
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