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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61825":{"type":"posts","id":"mindshift_61825","meta":{"index":"posts_1591205157","site":"mindshift","id":"61825","score":null,"sort":[1686564058000]},"guestAuthors":[],"slug":"charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say","title":"Charter schools have improved in the past 15 years, but many still fail students, researchers say","publishDate":1686564058,"format":"standard","headTitle":"Charter schools have improved in the past 15 years, but many still fail students, researchers say | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">After years of disappointing, confusing and uneven results, charter schools are generally getting better at educating students. These schools, which are publicly financed but privately run, still have shortcomings and a large subset of them fail students, particularly those with disabilities. But the latest national study from a Stanford University research group calculates that students, on average, learned more at charter schools between the years of 2014 and 2019 than similar students did at their traditional local public schools. The researchers matched charter school students with a “virtual twin”– a composite student who is otherwise similar to the charter school student but attended traditional public schools – and compared academic progress between the two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We find that this improvement is because schools are getting better, not because newer, better schools are opening,” said Margaret Raymond, director of Stanford’s Center for Research on Education Outcomes (CREDO), which released its \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/\">\u003cspan style=\"font-weight: 400\">third national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in June 2023. “We see that existing schools are getting better over time and that’s a hugely positive story.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hundreds of charter schools were not only outperforming traditional public schools, but had also lifted the achievement of Black and Hispanic students so much that they were learning as much in math and reading as white students and sometimes more, the study found. Racial gaps in learning – a stubborn problem in education – had been eliminated at these charters, which the researchers dubbed “gap busters.” Those findings may provide the best justification for establishing charters, which were intended to be laboratories of experimentation to improve public education.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Starting in the “pits”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The outlook for charter schools didn’t seem nearly this rosy back in 2009, when Stanford’s Center for Research on Education Outcomes (CREDO) released its \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/multiple_choice_credo.pdf\">\u003cspan style=\"font-weight: 400\">first national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It was a time of bipartisan support for charter schools and rapid charter school expansion with more than 4,700 charter schools educating over 1.4 million students across 40 states. But CREDO found that the academic results for charter school students were far worse than at traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond, the director of CREDO, recalls the moment in less than scientific terms. “It was the pits,” she said and charter school advocates were “pissed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61827\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61827\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png\" alt=\"\" width=\"780\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-768x310.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Improvement over time: annual academic growth of charter school students compared with traditional public school students across three national studies \u003ccite>(The National Charter School III Study 2023, CREDO, Stanford University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years later in 2013, as the number of charter schools swelled to 6,000 students and educated 2.3 million students, there were signs of improvement. CREDO’s \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/ncss_2013_final_draft.pdf\">\u003cspan style=\"font-weight: 400\">second study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">documented that reading achievement at charters flipped from negative to positive territory. Math scores improved a lot too, but they were still slightly lower than at traditional public schools.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though trends were heading in a positive direction, it was unclear whether the progress would continue. “In many ways, we’ve been holding our breath for the last 10 years,” said Raymond. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Favored by Black and Hispanic families\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the latest available data from the 2020-21 school year, there are now 7,800 charters serving \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">3.7 million students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s a big increase, but still a small number compared to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">45 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> children who attend traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disadvantaged children and children of color are more likely to attend charters. Sixty percent of charter school students are poor enough to qualify for free or reduced price lunch. More than a third of charter school students are Hispanic and a quarter are Black, compared with their 26% and 14% shares of the youth population, respectively. Fewer than 30% of charter school students are white. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black and Hispanic students appear to be doing much better at charter schools, on average, than at traditional public schools. For example, a typical Black student learned the equivalent of 40 more days worth of reading at a charter school in a year, according to the third CREDO study. White students, by contrast, tended to learn no more at charter schools; their annual reading gains were the same at traditional schools and their annual math gains were significantly \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">weaker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> than at traditional schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the academic gains for Black students at charter schools, the achievement gap between Black and white students remains large. A typical Black student student learned two thirds as much in reading as a typical white student did during a school year. In traditional public schools, by comparison, Black students learned only half as much as their white peers in the subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found more than 400 charter schools out of the 6800 they analyzed that managed to avoid these achievement gaps, but they declined to identify them by name. “We have a policy that we don’t name schools because we would then be potentially opening them up to very rapid consequences, both positive and negative,” said Raymond. “We don’t want to be market makers. That’s not our job.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the appendix to the \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CREDO identifies the names of charter management organizations (CMOs), charter school chains running multiple schools, that have succeeded in “gap busting.” They include most of the KIPP network schools, Success Academy and the Rocketship schools. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61826\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61826\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png\" alt=\"\" width=\"780\" height=\"477\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-768x470.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of all public school students enrolled in public charter schools, by state: Fall 2021 \u003ccite>(U.S. Department of Education, National Center for Education Statistics, Public Charter School Enrollment)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in charter schools varies regionally. More than 10% of all public school students attend them in California, Arizona, Utah, Nevada and Colorado. Meanwhile, there are no charter schools in the upper midwest states of Montana, Nebraska, North Dakota and South Dakota.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Charter schools are also primarily an urban phenomenon. More than 85% of charter school students are in cities and suburbs. Less than 15% of charter schools students are in rural areas or small towns. Los Angeles is the U.S. city with the most charter school students with over 150,000. In San Antonio, Texas, charters educate more than half of the city’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>No clear advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, students attending charter schools learned the equivalent of an extra 16 days of reading, compared to what similar students learned in 180 days in a traditional public school, and an extra six days in math. Though a few extra days worth of learning may not sound impressive, Raymond noted that this incremental progress bucks the educational stagnation and declines seen in the rest of the nation during these years, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/reading/nation/scores/?grade=8\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which measures the reading and math levels of fourth and eighth graders across the country and is viewed as a reliable yardstick of academic achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Urban charter schools had the best results with nearly 30 extra days of growth in reading and math, compared to students in traditional public schools. Students in rural charter schools were not doing well in math; they tended to lag behind public school peers by 10 days of learning in this subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One frustrating upshot to this body of research is how little concrete advice there is in it for schools. Raymond and her colleagues primarily focused on outcomes and didn’t look under the hood to understand what curriculum and other choices schools are making to get such great results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have investigated whether there’s anything common among the schools that do really, really well and the answer is there isn’t,” said Raymond. “From a policymaker standpoint, that’s sort of a bummer. But it also means that any school can do this. You don’t have to be a particular flavor, or size or shape in order to be successful. There’s lots of pathways to success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some exemplary schools had a “no excuses” strict discipline approach to education. Others had a more lenient culture. Some schools changed their approach during the study period and were able to maintain strong academic performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From Raymond’s vantage point, the reason for many charters’ success lies in the combination of flexibility and accountability. Charter schools are freed from many regulations, which allow them, for example, to schedule longer school days and hold classes on weekends. New York City is now requiring elementary schools to choose from \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/05/09/nyregion/reading-nyc-schools.html\">\u003cspan style=\"font-weight: 400\">three different reading curriculums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; charters are exempt. But, unlike traditional public schools, charter schools have to report on student progress every few years – the frequency varies by state and by charter authorizer – in order to renew their charters. The threat of closure looms if results are not good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s that balance of go out, try new things, build new ideas, test them out, tweak them, tinker, do whatever,” Raymond said. “And know that at some point, you’re going to have to be seriously reviewed for renewal.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online charters “devastating” for kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many charter schools of poor quality continue to operate. The worst results were posted by online charter schools, also known as virtual schools, which enroll six percent of the nation’s 3.7 million charter school students. Students at these schools learned the equivalent of 58 fewer days in reading and 124 fewer days in math than their public school peers. That’s like missing one third of the school year in reading and two thirds of the school year in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The numbers are just really devastating for kids,” said Raymond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools run by charter management organizations [CMOs], the groups that operate multiple schools, generally offered a better education than single, stand-alone charter schools. But a quarter of the CMO schools were still underperforming traditional public schools. “It was a surprise to us that there are still CMOs out there that are replicating even though they’re not doing well by kids,” she said, blaming authorizers for not cracking down on poor performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(The \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s appendix also lists CMOs where students aren’t doing well, as measured by student test scores, and they include several well-known charter school chains that have received positive press.)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Backsliding in Washington D.C. and New Orleans\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Test scores at some previously strong charter schools declined. The largest decreases in reading and math between the second study in 2013 and the third study in 2023 were documented in Louisiana and Washington, D.C. After Hurricane Katrina in 2005, New Orleans converted nearly all of its public schools to charter schools and its early successes were viewed as proof of the charter school concept. That strength has not persisted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with disabilities are another area of “real concern,” Raymond said. They are not getting as good an education at charter schools as they are in traditional schools.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Changes in methodology\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond said that the third study covers over 90% of the nation’s charter school students, though it captures only 31 states and the District of Columbia. Some states, such as Alabama, had too few charter schools to make negotiating a data sharing agreement worthwhile. Georgia, which does have a substantial number of charter schools, declined to participate in the third study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some criticize the methodology used in the Stanford studies. Critics point out that charter schools cream the best students and counsel out difficult students; it might not be fair to compare charter students to those left behind in the public schools, even if they have similar demographic characteristics and initial test scores. High-achieving children from devoted families who opted for charter schools might have done just as well or better in their neighborhood schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Stanford researchers still stand by their approach, though they have refined how they match student test scores between charter and traditional public schools. In this third study, they refuted the perception that “better” students go to charter schools. They found the opposite in 17 states, where considerably lower achieving students enrolled in charter schools. Those “left behind” in traditional district schools were generally much higher achieving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other researchers have taken a different analytical approach, studying lotteries for charter schools that have more applicants than seats available. Presumably all the families who enter the lottery are educationally ambitious and it’s a fairer comparison between those who win and lose seats. In many of these studies, \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/jep.30.3.57\">\u003cspan style=\"font-weight: 400\">students in charter schools outperform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our method comes really, really close to what they find,” said Raymond. “No single study, no triplets of studies are going to be definitive. It takes all of this layering of evidence for a fairly long period of time.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say/\">\u003ci>\u003cspan style=\"font-weight: 400\">national charter school study\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A third national study found that hundreds of charter schools close the achievement gap but the sector doesn’t do a good job of educating children with disabilities.","status":"publish","parent":0,"modified":1686455738,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2211},"headData":{"title":"Charter schools have improved in the past 15 years, but many still fail students, researchers say | KQED","description":"Hundreds of charter schools close the achievement gap but the sector doesn’t do a good job of educating children with disabilities, the study finds.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Hundreds of charter schools close the achievement gap but the sector doesn’t do a good job of educating children with disabilities, the study finds.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Charter schools have improved in the past 15 years, but many still fail students, researchers say","datePublished":"2023-06-12T10:00:58.000Z","dateModified":"2023-06-11T03:55:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61825/charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After years of disappointing, confusing and uneven results, charter schools are generally getting better at educating students. These schools, which are publicly financed but privately run, still have shortcomings and a large subset of them fail students, particularly those with disabilities. But the latest national study from a Stanford University research group calculates that students, on average, learned more at charter schools between the years of 2014 and 2019 than similar students did at their traditional local public schools. The researchers matched charter school students with a “virtual twin”– a composite student who is otherwise similar to the charter school student but attended traditional public schools – and compared academic progress between the two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We find that this improvement is because schools are getting better, not because newer, better schools are opening,” said Margaret Raymond, director of Stanford’s Center for Research on Education Outcomes (CREDO), which released its \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/\">\u003cspan style=\"font-weight: 400\">third national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in June 2023. “We see that existing schools are getting better over time and that’s a hugely positive story.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hundreds of charter schools were not only outperforming traditional public schools, but had also lifted the achievement of Black and Hispanic students so much that they were learning as much in math and reading as white students and sometimes more, the study found. Racial gaps in learning – a stubborn problem in education – had been eliminated at these charters, which the researchers dubbed “gap busters.” Those findings may provide the best justification for establishing charters, which were intended to be laboratories of experimentation to improve public education.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Starting in the “pits”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The outlook for charter schools didn’t seem nearly this rosy back in 2009, when Stanford’s Center for Research on Education Outcomes (CREDO) released its \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/multiple_choice_credo.pdf\">\u003cspan style=\"font-weight: 400\">first national charter school study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It was a time of bipartisan support for charter schools and rapid charter school expansion with more than 4,700 charter schools educating over 1.4 million students across 40 states. But CREDO found that the academic results for charter school students were far worse than at traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond, the director of CREDO, recalls the moment in less than scientific terms. “It was the pits,” she said and charter school advocates were “pissed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61827\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61827\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png\" alt=\"\" width=\"780\" height=\"315\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image1-768x310.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Improvement over time: annual academic growth of charter school students compared with traditional public school students across three national studies \u003ccite>(The National Charter School III Study 2023, CREDO, Stanford University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years later in 2013, as the number of charter schools swelled to 6,000 students and educated 2.3 million students, there were signs of improvement. CREDO’s \u003c/span>\u003ca href=\"https://credo.stanford.edu/wp-content/uploads/2021/08/ncss_2013_final_draft.pdf\">\u003cspan style=\"font-weight: 400\">second study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">documented that reading achievement at charters flipped from negative to positive territory. Math scores improved a lot too, but they were still slightly lower than at traditional public schools.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though trends were heading in a positive direction, it was unclear whether the progress would continue. “In many ways, we’ve been holding our breath for the last 10 years,” said Raymond. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Favored by Black and Hispanic families\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the latest available data from the 2020-21 school year, there are now 7,800 charters serving \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">3.7 million students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s a big increase, but still a small number compared to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgb/public-charter-enrollment\">\u003cspan style=\"font-weight: 400\">45 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> children who attend traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Disadvantaged children and children of color are more likely to attend charters. Sixty percent of charter school students are poor enough to qualify for free or reduced price lunch. More than a third of charter school students are Hispanic and a quarter are Black, compared with their 26% and 14% shares of the youth population, respectively. Fewer than 30% of charter school students are white. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black and Hispanic students appear to be doing much better at charter schools, on average, than at traditional public schools. For example, a typical Black student learned the equivalent of 40 more days worth of reading at a charter school in a year, according to the third CREDO study. White students, by contrast, tended to learn no more at charter schools; their annual reading gains were the same at traditional schools and their annual math gains were significantly \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">weaker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> than at traditional schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the academic gains for Black students at charter schools, the achievement gap between Black and white students remains large. A typical Black student student learned two thirds as much in reading as a typical white student did during a school year. In traditional public schools, by comparison, Black students learned only half as much as their white peers in the subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found more than 400 charter schools out of the 6800 they analyzed that managed to avoid these achievement gaps, but they declined to identify them by name. “We have a policy that we don’t name schools because we would then be potentially opening them up to very rapid consequences, both positive and negative,” said Raymond. “We don’t want to be market makers. That’s not our job.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the appendix to the \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CREDO identifies the names of charter management organizations (CMOs), charter school chains running multiple schools, that have succeeded in “gap busting.” They include most of the KIPP network schools, Success Academy and the Rocketship schools. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61826\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61826\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png\" alt=\"\" width=\"780\" height=\"477\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/image2-768x470.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of all public school students enrolled in public charter schools, by state: Fall 2021 \u003ccite>(U.S. Department of Education, National Center for Education Statistics, Public Charter School Enrollment)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in charter schools varies regionally. More than 10% of all public school students attend them in California, Arizona, Utah, Nevada and Colorado. Meanwhile, there are no charter schools in the upper midwest states of Montana, Nebraska, North Dakota and South Dakota.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Charter schools are also primarily an urban phenomenon. More than 85% of charter school students are in cities and suburbs. Less than 15% of charter schools students are in rural areas or small towns. Los Angeles is the U.S. city with the most charter school students with over 150,000. In San Antonio, Texas, charters educate more than half of the city’s students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>No clear advice for schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On average, students attending charter schools learned the equivalent of an extra 16 days of reading, compared to what similar students learned in 180 days in a traditional public school, and an extra six days in math. Though a few extra days worth of learning may not sound impressive, Raymond noted that this incremental progress bucks the educational stagnation and declines seen in the rest of the nation during these years, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/reading/nation/scores/?grade=8\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which measures the reading and math levels of fourth and eighth graders across the country and is viewed as a reliable yardstick of academic achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Urban charter schools had the best results with nearly 30 extra days of growth in reading and math, compared to students in traditional public schools. Students in rural charter schools were not doing well in math; they tended to lag behind public school peers by 10 days of learning in this subject. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One frustrating upshot to this body of research is how little concrete advice there is in it for schools. Raymond and her colleagues primarily focused on outcomes and didn’t look under the hood to understand what curriculum and other choices schools are making to get such great results. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have investigated whether there’s anything common among the schools that do really, really well and the answer is there isn’t,” said Raymond. “From a policymaker standpoint, that’s sort of a bummer. But it also means that any school can do this. You don’t have to be a particular flavor, or size or shape in order to be successful. There’s lots of pathways to success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some exemplary schools had a “no excuses” strict discipline approach to education. Others had a more lenient culture. Some schools changed their approach during the study period and were able to maintain strong academic performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From Raymond’s vantage point, the reason for many charters’ success lies in the combination of flexibility and accountability. Charter schools are freed from many regulations, which allow them, for example, to schedule longer school days and hold classes on weekends. New York City is now requiring elementary schools to choose from \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/05/09/nyregion/reading-nyc-schools.html\">\u003cspan style=\"font-weight: 400\">three different reading curriculums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; charters are exempt. But, unlike traditional public schools, charter schools have to report on student progress every few years – the frequency varies by state and by charter authorizer – in order to renew their charters. The threat of closure looms if results are not good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s that balance of go out, try new things, build new ideas, test them out, tweak them, tinker, do whatever,” Raymond said. “And know that at some point, you’re going to have to be seriously reviewed for renewal.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online charters “devastating” for kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many charter schools of poor quality continue to operate. The worst results were posted by online charter schools, also known as virtual schools, which enroll six percent of the nation’s 3.7 million charter school students. Students at these schools learned the equivalent of 58 fewer days in reading and 124 fewer days in math than their public school peers. That’s like missing one third of the school year in reading and two thirds of the school year in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The numbers are just really devastating for kids,” said Raymond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools run by charter management organizations [CMOs], the groups that operate multiple schools, generally offered a better education than single, stand-alone charter schools. But a quarter of the CMO schools were still underperforming traditional public schools. “It was a surprise to us that there are still CMOs out there that are replicating even though they’re not doing well by kids,” she said, blaming authorizers for not cracking down on poor performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(The \u003c/span>\u003ca href=\"https://ncss3.stanford.edu/wp-content/uploads/2023/06/Credo-NCSS3-Report.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s appendix also lists CMOs where students aren’t doing well, as measured by student test scores, and they include several well-known charter school chains that have received positive press.)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Backsliding in Washington D.C. and New Orleans\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Test scores at some previously strong charter schools declined. The largest decreases in reading and math between the second study in 2013 and the third study in 2023 were documented in Louisiana and Washington, D.C. After Hurricane Katrina in 2005, New Orleans converted nearly all of its public schools to charter schools and its early successes were viewed as proof of the charter school concept. That strength has not persisted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children with disabilities are another area of “real concern,” Raymond said. They are not getting as good an education at charter schools as they are in traditional schools.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Changes in methodology\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raymond said that the third study covers over 90% of the nation’s charter school students, though it captures only 31 states and the District of Columbia. Some states, such as Alabama, had too few charter schools to make negotiating a data sharing agreement worthwhile. Georgia, which does have a substantial number of charter schools, declined to participate in the third study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some criticize the methodology used in the Stanford studies. Critics point out that charter schools cream the best students and counsel out difficult students; it might not be fair to compare charter students to those left behind in the public schools, even if they have similar demographic characteristics and initial test scores. High-achieving children from devoted families who opted for charter schools might have done just as well or better in their neighborhood schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Stanford researchers still stand by their approach, though they have refined how they match student test scores between charter and traditional public schools. In this third study, they refuted the perception that “better” students go to charter schools. They found the opposite in 17 states, where considerably lower achieving students enrolled in charter schools. Those “left behind” in traditional district schools were generally much higher achieving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other researchers have taken a different analytical approach, studying lotteries for charter schools that have more applicants than seats available. Presumably all the families who enter the lottery are educationally ambitious and it’s a fairer comparison between those who win and lose seats. In many of these studies, \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/jep.30.3.57\">\u003cspan style=\"font-weight: 400\">students in charter schools outperform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our method comes really, really close to what they find,” said Raymond. “No single study, no triplets of studies are going to be definitive. It takes all of this layering of evidence for a fairly long period of time.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say/\">\u003ci>\u003cspan style=\"font-weight: 400\">national charter school study\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61825/charter-schools-have-improved-in-the-past-15-years-but-many-still-fail-students-researchers-say","authors":["byline_mindshift_61825"],"categories":["mindshift_21504"],"tags":["mindshift_179","mindshift_958","mindshift_21471","mindshift_79"],"featImg":"mindshift_61828","label":"mindshift"},"mindshift_61228":{"type":"posts","id":"mindshift_61228","meta":{"index":"posts_1591205157","site":"mindshift","id":"61228","score":null,"sort":[1679306459000]},"guestAuthors":[],"slug":"criminal-behavior-rises-among-those-left-behind-by-school-lotteries","title":"Criminal behavior rises among those left behind by school lotteries","publishDate":1679306459,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Many major cities around the country, from New York and New Orleans to Denver and Los Angeles, have changed how children are assigned to public schools over the past 20 years and now allow families to send their children to a school outside of their neighborhood zone. Known as public school choice or open enrollment, this policy gives children in poor neighborhoods a chance at a better education. Many supporters hoped it could also be a way to desegregate schools even as residential neighborhoods remain racially divided.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a new study of public school choice in Charlotte, North Carolina, finds a deeply troubling consequence to this well-intended policy: increased crime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three university economists studied the criminal justice records of 10,000 boys who were in fifth grade between 2005 and 2008. Thousands wanted to go to highly regarded middle schools, some of which were in nearby suburbs of the large Charlotte-Mecklenburg school district. Seats were allocated through a lottery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lucky ones, who won a seat to their first choice middle school, were less likely to be arrested or end up in prison between the ages of 16 and 22. But the students left behind in a neighborhood school were much more likely to be arrested or imprisoned as adults. The increase in criminal activity among the 8,000 boys who hadn’t participated in the school lottery was greater than the decrease in criminal activity for the lottery winners. Public school choice ended up increasing overall arrests and days incarcerated for young men, the researchers concluded in a draft paper, “\u003c/span>\u003ca href=\"https://www.nber.org/papers/w30936\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Does School Choice Increase Crime?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” circulated by the National Bureau of Economic Research in February 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason, according to the researchers, is that the boys left behind were surrounded by a less desirable mix of peers. Families who placed a high value on education were more likely to enter a lottery for a well-regarded school, win it and leave the neighborhood school. In Charlotte, these kids were predominantly Black and had higher test scores. From sixth grade onward, these higher achieving kids were no longer interacting socially with the neighborhood kids all day long. Crime itself is a social activity, according to the researchers’ previous studies, and kids are more likely to commit crimes with other kids who live nearby and especially those who attend the same schools. With fewer positive influences at school, kids who might not otherwise have participated in crime were more likely to join in.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many important studies that have documented important, positive effects of school choice,” said Stephen Ross, an economist at the University of Connecticut and one of the three authors. “But our paper says that one should be at least somewhat more careful prior to jumping on the school choice bandwagon because there are also significant costs that might offset the benefits.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know, I know. Many of you reading this have questions about the study design. So did I. Let me walk you through it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s impossible to know exactly how much crime people would have committed in adulthood had there been no school choice. But the researchers were able to estimate the influence of the school lottery policy by looking at three separate years of fifth graders in each neighborhood. These are tiny sub-neighborhoods, sometimes just a few blocks in area. The researchers tracked how future criminal activity fluctuated depending upon how many of their peers left for lottery schools. In years when more peers left for lottery schools, the adult crime figures for the children left behind increased. The following year, if fewer peers left for lottery schools, subsequent crime figures fell back again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that it was students they had categorized as “low risk” of getting arrested who were drawn into crime after peers left for lottery schools. The increase in criminal behavior was detected among white children and children with higher test scores. These boys racked up more arrests and days behind bars when more of their elementary school classmates left. Kids at “high risk” of arrest were less affected. Their criminal activity later in adulthood was more stable regardless of how many peers left for lottery schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some examples from the study. On average, 44 boys among 1,000 who did not participate in the lottery lost a school peer in their neighborhood to a school lottery. That seemingly small exposure to lottery winners was associated with a 25 percent increase in arrests from an average of 55 arrests to 69 arrests among the boys who were less likely to get arrested. Most children were never arrested in their young adulthood, but the 14 extra arrests among this group of 500 boys are significant. Most of the low-risk children were never incarcerated, but the total days in prison among 500 of them jumped from 600 days to 1,000 days behind bars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers only looked at how public school lotteries affected criminal activity. By the same logic, however, it’s reasonable to think that charter schools and private school vouchers could trigger worrisome crime increases if they siphon away the best students from the local, neighborhood schools. But that hasn’t been proven.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This isn’t the first study to notice unintended consequences from open enrollment policies. A 2018 report by The Center for New York City Affairs at the New School pointed out the “\u003c/span>\u003ca href=\"http://www.centernyc.org/the-paradox-of-choice\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Paradox of Choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In New York, the siphoning off of students also siphoned the funds that schools receive. Less desirable local neighborhood schools were left with fewer resources and deteriorated even more. Also unexpected was how schools had become even more segregated. Sought-after schools had become extremely selective in choosing students with the highest grades and test scores. Fewer Black and Hispanic students were being admitted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Charlotte introduced public school choice a few years after \u003c/span>\u003ca href=\"https://www.nytimes.com/2001/09/22/us/end-to-busing-is-ordered.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">busing ended in 2001\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It was a well intended effort to prevent schools from resegregating along racial lines and to give children a better shot at a quality education. But this study shows that there are unexpected connections between schools and communities. A good solution for one problem can sometimes create a whole new one. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the effects of a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-criminal-behavior-rises-among-those-left-behind-by-school-lotteries/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">school lottery\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Public school choice appeared to increase overall arrests and days incarcerated for young men in Charlotte, North Carolina, according to a study by three economists, “Does School Choice Increase Crime?” circulated by the National Bureau of Economic Research in February 2023.","status":"publish","parent":0,"modified":1679100258,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1098},"headData":{"title":"Criminal behavior rises among those left behind by school lotteries | KQED","description":"Researchers found that boys they had categorized as “low risk” of getting arrested were drawn into crime after peers left for lottery schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Criminal behavior rises among those left behind by school lotteries","datePublished":"2023-03-20T10:00:59.000Z","dateModified":"2023-03-18T00:44:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61228/criminal-behavior-rises-among-those-left-behind-by-school-lotteries","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many major cities around the country, from New York and New Orleans to Denver and Los Angeles, have changed how children are assigned to public schools over the past 20 years and now allow families to send their children to a school outside of their neighborhood zone. Known as public school choice or open enrollment, this policy gives children in poor neighborhoods a chance at a better education. Many supporters hoped it could also be a way to desegregate schools even as residential neighborhoods remain racially divided.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a new study of public school choice in Charlotte, North Carolina, finds a deeply troubling consequence to this well-intended policy: increased crime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three university economists studied the criminal justice records of 10,000 boys who were in fifth grade between 2005 and 2008. Thousands wanted to go to highly regarded middle schools, some of which were in nearby suburbs of the large Charlotte-Mecklenburg school district. Seats were allocated through a lottery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lucky ones, who won a seat to their first choice middle school, were less likely to be arrested or end up in prison between the ages of 16 and 22. But the students left behind in a neighborhood school were much more likely to be arrested or imprisoned as adults. The increase in criminal activity among the 8,000 boys who hadn’t participated in the school lottery was greater than the decrease in criminal activity for the lottery winners. Public school choice ended up increasing overall arrests and days incarcerated for young men, the researchers concluded in a draft paper, “\u003c/span>\u003ca href=\"https://www.nber.org/papers/w30936\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Does School Choice Increase Crime?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” circulated by the National Bureau of Economic Research in February 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason, according to the researchers, is that the boys left behind were surrounded by a less desirable mix of peers. Families who placed a high value on education were more likely to enter a lottery for a well-regarded school, win it and leave the neighborhood school. In Charlotte, these kids were predominantly Black and had higher test scores. From sixth grade onward, these higher achieving kids were no longer interacting socially with the neighborhood kids all day long. Crime itself is a social activity, according to the researchers’ previous studies, and kids are more likely to commit crimes with other kids who live nearby and especially those who attend the same schools. With fewer positive influences at school, kids who might not otherwise have participated in crime were more likely to join in.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many important studies that have documented important, positive effects of school choice,” said Stephen Ross, an economist at the University of Connecticut and one of the three authors. “But our paper says that one should be at least somewhat more careful prior to jumping on the school choice bandwagon because there are also significant costs that might offset the benefits.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know, I know. Many of you reading this have questions about the study design. So did I. Let me walk you through it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s impossible to know exactly how much crime people would have committed in adulthood had there been no school choice. But the researchers were able to estimate the influence of the school lottery policy by looking at three separate years of fifth graders in each neighborhood. These are tiny sub-neighborhoods, sometimes just a few blocks in area. The researchers tracked how future criminal activity fluctuated depending upon how many of their peers left for lottery schools. In years when more peers left for lottery schools, the adult crime figures for the children left behind increased. The following year, if fewer peers left for lottery schools, subsequent crime figures fell back again.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that it was students they had categorized as “low risk” of getting arrested who were drawn into crime after peers left for lottery schools. The increase in criminal behavior was detected among white children and children with higher test scores. These boys racked up more arrests and days behind bars when more of their elementary school classmates left. Kids at “high risk” of arrest were less affected. Their criminal activity later in adulthood was more stable regardless of how many peers left for lottery schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some examples from the study. On average, 44 boys among 1,000 who did not participate in the lottery lost a school peer in their neighborhood to a school lottery. That seemingly small exposure to lottery winners was associated with a 25 percent increase in arrests from an average of 55 arrests to 69 arrests among the boys who were less likely to get arrested. Most children were never arrested in their young adulthood, but the 14 extra arrests among this group of 500 boys are significant. Most of the low-risk children were never incarcerated, but the total days in prison among 500 of them jumped from 600 days to 1,000 days behind bars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers only looked at how public school lotteries affected criminal activity. By the same logic, however, it’s reasonable to think that charter schools and private school vouchers could trigger worrisome crime increases if they siphon away the best students from the local, neighborhood schools. But that hasn’t been proven.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This isn’t the first study to notice unintended consequences from open enrollment policies. A 2018 report by The Center for New York City Affairs at the New School pointed out the “\u003c/span>\u003ca href=\"http://www.centernyc.org/the-paradox-of-choice\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Paradox of Choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” In New York, the siphoning off of students also siphoned the funds that schools receive. Less desirable local neighborhood schools were left with fewer resources and deteriorated even more. Also unexpected was how schools had become even more segregated. Sought-after schools had become extremely selective in choosing students with the highest grades and test scores. Fewer Black and Hispanic students were being admitted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Charlotte introduced public school choice a few years after \u003c/span>\u003ca href=\"https://www.nytimes.com/2001/09/22/us/end-to-busing-is-ordered.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">busing ended in 2001\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It was a well intended effort to prevent schools from resegregating along racial lines and to give children a better shot at a quality education. But this study shows that there are unexpected connections between schools and communities. A good solution for one problem can sometimes create a whole new one. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the effects of a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-criminal-behavior-rises-among-those-left-behind-by-school-lotteries/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">school lottery\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61228/criminal-behavior-rises-among-those-left-behind-by-school-lotteries","authors":["byline_mindshift_61228"],"categories":["mindshift_21504"],"tags":["mindshift_958","mindshift_21525","mindshift_21249","mindshift_21570"],"featImg":"mindshift_61230","label":"mindshift"},"mindshift_53032":{"type":"posts","id":"mindshift_53032","meta":{"index":"posts_1591205157","site":"mindshift","id":"53032","score":null,"sort":[1550079648000]},"guestAuthors":[],"slug":"how-high-crime-neighborhoods-make-it-harder-for-kids-to-show-up-at-school","title":"How High-Crime Neighborhoods Make It Harder For Kids To Show Up At School","publishDate":1550079648,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Getting students to show up is one of the biggest challenges schools face: How can someone learn at school if they're not there in the first place?\u003c/p>\n\u003cp>A new study suggests living in a high-crime area, or simply passing through one on the way to school, can impact how often students show up to class.\u003c/p>\n\u003cp>\"Some kids have a harder time getting to a school than others, not for any fault of their own, but because of the way the transportation system is set up, because of the way crime clusters in particular places,\" explains Julia Burdick-Will, a sociology professor at Johns Hopkins University and the lead author of the study. \"It might not be huge, or every day, but it adds up.\"\u003c/p>\n\u003cp>She and her team looked at how neighborhood crime in Baltimore affects attendance. The vast majority of students there use public transportation (like many urban school systems, Baltimore City Public Schools don't bus students). Researchers mapped the routes high school freshmen took to and from school — what streets they were walking on, when and where they picked up a bus, when they transferred, etc. Then, researchers applied crime data by location and time of day to see how those findings related to student absences for the year.\u003c/p>\n\u003cp>They discovered \"kids who are supposed to be walking along streets with higher rates of violent crime are more likely to miss school,\" Burdick-Will explains.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Baltimore school district struggles with getting kids to show up: \u003ca href=\"https://www.baltimoresun.com/news/maryland/education/k-12/bs-md-chronic-absenteeism-20180604-story.html\">37 percent of students were chronically absent last school year\u003c/a>, meaning they missed at least 10 percent of school. Research shows students who miss that much school \u003ca href=\"http://www.edweek.org/media/chronicabsence-15chang.pdf\">are way more likely to fall behind and eventually drop out\u003c/a>.\u003c/p>\n\u003cp>Burdick-Will says, \"When we think of attendance we often think of a kid not wanting to be there.\" But this research shows other factors may be at play.\u003c/p>\n\u003cp>\u003cstrong>The role of school choice\u003c/strong>\u003c/p>\n\u003cp>As school choice gains popularity, students are going to schools farther and farther away from their homes. And, Burdick-Will explains, \"Getting kids to school is going to have to be something that we pay more attention to as we open up [school] choice options.\"\u003c/p>\n\u003cp>Research by the Urban Institute \u003ca href=\"https://www.urban.org/research/publication/road-school-how-far-students-travel-school-choice-rich-cities-denver-detroit-new-orleans-new-york-city-and-washington-dc/view/full_report\">found that, in cities where school choice is a popular option\u003c/a>, black children often travel farther and longer than their white and Latino classmates.\u003c/p>\n\u003cp>In Baltimore, where all high schools run on a school choice system, students spend, on average, more than 35 minutes getting to school, and they have at least one public transit transfer, according to Burdick-Will.\u003c/p>\n\u003cp>And kids who travel through high-crime areas face another challenge: They can't always take the most direct route. \"They know that it's dangerous to go to this bus stop, and so they go in a different direction and they have an extra transfer,\" Burdick-Will says. \"Or they have to rely on a ride that sometimes falls through.\"\u003c/p>\n\u003cp>\u003cstrong>The rise of absenteeism\u003c/strong>\u003c/p>\n\u003cp>The latest national numbers suggest that nearly \u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/1-in-7-students-found-to-be.html\">8 million children in the United States are chronically absent\u003c/a>; that means about 1 in 7 students are missing 15 or more days of school each year.\u003c/p>\n\u003cp>External factors, like neighborhood crime, are important, explains Hedy Chang, the executive director of Attendance Works. But, she says, schools still need to be looking inward.\u003c/p>\n\u003cp>\"If we make schools better — safer — more inclusive and trauma-informed, students will want to be there.\"\u003c/p>\n\u003cp>And if students want to be there, Chang says, maybe they'll be more willing to walk those extra blocks to avoid high-crime areas. Perhaps they'll also feel comfortable talking to teachers and staff about the obstacles they face on their way to school.\u003c/p>\n\u003cp>\u003cstrong>Efforts in Chicago\u003c/strong>\u003c/p>\n\u003cp>Some cities are experimenting with ways to help students get to school safely.\u003c/p>\n\u003cp>In 2009, Chicago Public Schools started \u003ca href=\"https://cps.edu/Pages/safepassage.aspx\">Safe Passage\u003c/a>, a program that places adults along highly trafficked routes to schools. The idea was to make those paths safer for students and help boost attendance — \u003ca href=\"https://chicago.suntimes.com/education/chicago-public-schools-safe-passage-crime-prevention/\">and it worked\u003c/a>, according to research and data from the district.\u003c/p>\n\u003cp>But Safe Passage has its limits. A lot of Chicago students walk to school, while in Baltimore students are mostly taking public transit and only walking a few blocks to and from a bus stop. That means districts need to be creative when they're looking for solutions.\u003c/p>\n\u003cp>\"The public transit system isn't always designed with students in mind,\" says Burdick-Will of Johns Hopkins.\u003c/p>\n\u003cp>Public transit schedules often revolve around work commute times, and sometimes stops aren't placed in convenient locations to walk to a school. But Burdick-Will's Baltimore data does show high-traffic transfer locations, where students switch from one bus to another. Burdick-Will points to those transfer locations as an opportunity to bring more adults to the school commute.\u003c/p>\n\u003cp>\"Adult supervision matters a lot for kids,\" she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As her previous research has shown, just having an adult there can go a long way in helping kids feel safer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+High-Crime+Neighborhood+Makes+It+Harder+To+Show+Up+For+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new study suggests living in a high-crime area, or simply passing through one on the way to school, can lead to more absences.","status":"publish","parent":0,"modified":1550079648,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":855},"headData":{"title":"How High-Crime Neighborhoods Make It Harder For Kids To Show Up At School | KQED","description":"A new study suggests living in a high-crime area, or simply passing through one on the way to school, can lead to more absences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How High-Crime Neighborhoods Make It Harder For Kids To Show Up At School","datePublished":"2019-02-13T17:40:48.000Z","dateModified":"2019-02-13T17:40:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53032 https://ww2.kqed.org/mindshift/?p=53032","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/13/how-high-crime-neighborhoods-make-it-harder-for-kids-to-show-up-at-school/","disqusTitle":"How High-Crime Neighborhoods Make It Harder For Kids To Show Up At School","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny","nprImageAgency":"NPR","nprStoryId":"693972661","nprApiLink":"http://api.npr.org/query?id=693972661&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/02/13/693972661/a-high-crime-neighborhood-makes-it-harder-to-show-up-for-school?ft=nprml&f=693972661","nprRetrievedStory":"1","nprPubDate":"Wed, 13 Feb 2019 12:01:00 -0500","nprStoryDate":"Wed, 13 Feb 2019 12:01:19 -0500","nprLastModifiedDate":"Wed, 13 Feb 2019 12:01:19 -0500","path":"/mindshift/53032/how-high-crime-neighborhoods-make-it-harder-for-kids-to-show-up-at-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting students to show up is one of the biggest challenges schools face: How can someone learn at school if they're not there in the first place?\u003c/p>\n\u003cp>A new study suggests living in a high-crime area, or simply passing through one on the way to school, can impact how often students show up to class.\u003c/p>\n\u003cp>\"Some kids have a harder time getting to a school than others, not for any fault of their own, but because of the way the transportation system is set up, because of the way crime clusters in particular places,\" explains Julia Burdick-Will, a sociology professor at Johns Hopkins University and the lead author of the study. \"It might not be huge, or every day, but it adds up.\"\u003c/p>\n\u003cp>She and her team looked at how neighborhood crime in Baltimore affects attendance. The vast majority of students there use public transportation (like many urban school systems, Baltimore City Public Schools don't bus students). Researchers mapped the routes high school freshmen took to and from school — what streets they were walking on, when and where they picked up a bus, when they transferred, etc. Then, researchers applied crime data by location and time of day to see how those findings related to student absences for the year.\u003c/p>\n\u003cp>They discovered \"kids who are supposed to be walking along streets with higher rates of violent crime are more likely to miss school,\" Burdick-Will explains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Baltimore school district struggles with getting kids to show up: \u003ca href=\"https://www.baltimoresun.com/news/maryland/education/k-12/bs-md-chronic-absenteeism-20180604-story.html\">37 percent of students were chronically absent last school year\u003c/a>, meaning they missed at least 10 percent of school. Research shows students who miss that much school \u003ca href=\"http://www.edweek.org/media/chronicabsence-15chang.pdf\">are way more likely to fall behind and eventually drop out\u003c/a>.\u003c/p>\n\u003cp>Burdick-Will says, \"When we think of attendance we often think of a kid not wanting to be there.\" But this research shows other factors may be at play.\u003c/p>\n\u003cp>\u003cstrong>The role of school choice\u003c/strong>\u003c/p>\n\u003cp>As school choice gains popularity, students are going to schools farther and farther away from their homes. And, Burdick-Will explains, \"Getting kids to school is going to have to be something that we pay more attention to as we open up [school] choice options.\"\u003c/p>\n\u003cp>Research by the Urban Institute \u003ca href=\"https://www.urban.org/research/publication/road-school-how-far-students-travel-school-choice-rich-cities-denver-detroit-new-orleans-new-york-city-and-washington-dc/view/full_report\">found that, in cities where school choice is a popular option\u003c/a>, black children often travel farther and longer than their white and Latino classmates.\u003c/p>\n\u003cp>In Baltimore, where all high schools run on a school choice system, students spend, on average, more than 35 minutes getting to school, and they have at least one public transit transfer, according to Burdick-Will.\u003c/p>\n\u003cp>And kids who travel through high-crime areas face another challenge: They can't always take the most direct route. \"They know that it's dangerous to go to this bus stop, and so they go in a different direction and they have an extra transfer,\" Burdick-Will says. \"Or they have to rely on a ride that sometimes falls through.\"\u003c/p>\n\u003cp>\u003cstrong>The rise of absenteeism\u003c/strong>\u003c/p>\n\u003cp>The latest national numbers suggest that nearly \u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/1-in-7-students-found-to-be.html\">8 million children in the United States are chronically absent\u003c/a>; that means about 1 in 7 students are missing 15 or more days of school each year.\u003c/p>\n\u003cp>External factors, like neighborhood crime, are important, explains Hedy Chang, the executive director of Attendance Works. But, she says, schools still need to be looking inward.\u003c/p>\n\u003cp>\"If we make schools better — safer — more inclusive and trauma-informed, students will want to be there.\"\u003c/p>\n\u003cp>And if students want to be there, Chang says, maybe they'll be more willing to walk those extra blocks to avoid high-crime areas. Perhaps they'll also feel comfortable talking to teachers and staff about the obstacles they face on their way to school.\u003c/p>\n\u003cp>\u003cstrong>Efforts in Chicago\u003c/strong>\u003c/p>\n\u003cp>Some cities are experimenting with ways to help students get to school safely.\u003c/p>\n\u003cp>In 2009, Chicago Public Schools started \u003ca href=\"https://cps.edu/Pages/safepassage.aspx\">Safe Passage\u003c/a>, a program that places adults along highly trafficked routes to schools. The idea was to make those paths safer for students and help boost attendance — \u003ca href=\"https://chicago.suntimes.com/education/chicago-public-schools-safe-passage-crime-prevention/\">and it worked\u003c/a>, according to research and data from the district.\u003c/p>\n\u003cp>But Safe Passage has its limits. A lot of Chicago students walk to school, while in Baltimore students are mostly taking public transit and only walking a few blocks to and from a bus stop. That means districts need to be creative when they're looking for solutions.\u003c/p>\n\u003cp>\"The public transit system isn't always designed with students in mind,\" says Burdick-Will of Johns Hopkins.\u003c/p>\n\u003cp>Public transit schedules often revolve around work commute times, and sometimes stops aren't placed in convenient locations to walk to a school. But Burdick-Will's Baltimore data does show high-traffic transfer locations, where students switch from one bus to another. Burdick-Will points to those transfer locations as an opportunity to bring more adults to the school commute.\u003c/p>\n\u003cp>\"Adult supervision matters a lot for kids,\" she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As her previous research has shown, just having an adult there can go a long way in helping kids feel safer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+High-Crime+Neighborhood+Makes+It+Harder+To+Show+Up+For+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53032/how-high-crime-neighborhoods-make-it-harder-for-kids-to-show-up-at-school","authors":["byline_mindshift_53032"],"categories":["mindshift_192"],"tags":["mindshift_958","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21249","mindshift_21216"],"featImg":"mindshift_53033","label":"mindshift"},"mindshift_49526":{"type":"posts","id":"mindshift_49526","meta":{"index":"posts_1591205157","site":"mindshift","id":"49526","score":null,"sort":[1508824827000]},"guestAuthors":[],"slug":"courage-to-change-what-it-takes-to-shift-to-restorative-discipline","title":"Courage To Change: What It Takes to Shift to Restorative Discipline","publishDate":1508824827,"format":"audio","headTitle":"Courage To Change: What It Takes to Shift to Restorative Discipline | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n","blocks":[],"excerpt":"Many schools are transitioning to restorative discipline practices in recognition that suspensions don't help kids succeed academically. We take you inside two schools at different stages of the transition.","status":"publish","parent":0,"modified":1700528901,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":425},"headData":{"title":"Courage To Change: What It Takes to Shift to Restorative Discipline | KQED","description":"Many schools are transitioning to restorative discipline practices in recognition that suspensions don't help kids succeed academically. We take you inside two schools at different stages of the transition.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Courage To Change: What It Takes to Shift to Restorative Discipline","datePublished":"2017-10-24T06:00:27.000Z","dateModified":"2023-11-21T01:08:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.kqed.org/.stream/mp3splice/radio/storiesteachersshare/2017/10/TheCouragetoChange.mp3","audioTrackLength":1356,"path":"/mindshift/49526/courage-to-change-what-it-takes-to-shift-to-restorative-discipline","audioDuration":1373000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49526/courage-to-change-what-it-takes-to-shift-to-restorative-discipline","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_958","mindshift_21109","mindshift_20784","mindshift_1040","mindshift_112","mindshift_20793","mindshift_943"],"featImg":"mindshift_49527","label":"mindshift_21847"},"mindshift_37635":{"type":"posts","id":"mindshift_37635","meta":{"index":"posts_1591205157","site":"mindshift","id":"37635","score":null,"sort":[1409775109000]},"guestAuthors":[],"slug":"a-look-inside-new-orleans-schools-run-almost-entirely-by-charter-companies","title":"A Look Inside New Orleans Schools, Run Almost Entirely By Charter Companies","publishDate":1409775109,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>New Orleans public schools are now almost completely charter run, offering an example of what \"universal school choice\" looks like when applied to a large, poor school district. NPR's Anya Kamenetz and photographer Edmund D. Fountain \u003ca href=\"http://apps.npr.org/the-end-of-neighborhood-schools/?\" target=\"_blank\">take a look inside\u003c/a> that system, talking with with New Orleans parents, teachers and administrators about what works and what doesn't.\u003c/p>\n\u003cp>http://apps.npr.org/the-end-of-neighborhood-schools/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"What would a school district run entirely by charter companies look like? Keep an eye on New Orleans for the answer.","status":"publish","parent":0,"modified":1456260299,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":70},"headData":{"title":"A Look Inside New Orleans Schools, Run Almost Entirely By Charter Companies | KQED","description":"What would a school district run entirely by charter companies look like? Keep an eye on New Orleans for the answer.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Look Inside New Orleans Schools, Run Almost Entirely By Charter Companies","datePublished":"2014-09-03T20:11:49.000Z","dateModified":"2016-02-23T20:44:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37635 http://blogs.kqed.org/mindshift/?p=37635","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/03/a-look-inside-new-orleans-schools-run-almost-entirely-by-charter-companies/","disqusTitle":"A Look Inside New Orleans Schools, Run Almost Entirely By Charter Companies","path":"/mindshift/37635/a-look-inside-new-orleans-schools-run-almost-entirely-by-charter-companies","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>New Orleans public schools are now almost completely charter run, offering an example of what \"universal school choice\" looks like when applied to a large, poor school district. NPR's Anya Kamenetz and photographer Edmund D. Fountain \u003ca href=\"http://apps.npr.org/the-end-of-neighborhood-schools/?\" target=\"_blank\">take a look inside\u003c/a> that system, talking with with New Orleans parents, teachers and administrators about what works and what doesn't.\u003c/p>\n\u003cp>http://apps.npr.org/the-end-of-neighborhood-schools/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37635/a-look-inside-new-orleans-schools-run-almost-entirely-by-charter-companies","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_958"],"featImg":"mindshift_37636","label":"mindshift"},"mindshift_24440":{"type":"posts","id":"mindshift_24440","meta":{"index":"posts_1591205157","site":"mindshift","id":"24440","score":null,"sort":[1350669374000]},"guestAuthors":[],"slug":"how-does-profit-play-a-role-in-education","title":"How Does Profit Play a Role in Education?","publishDate":1350669374,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/865226751.jpg\">\u003cimg class=\"alignright size-full wp-image-24455\" title=\"86522675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/865226751.jpg\" alt=\"\" width=\"591\" height=\"317\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/865226751.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/865226751-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/865226751-320x172.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For-profit universities have \u003ca href=\"http://www.washingtonpost.com/local/education/report-finds-for-profit-colleges-serve-shareholders-over-students/2012/07/29/gJQA3zm6IX_story.html\">come under fire \u003c/a>for a litany of reasons. Critics claim that graduates of for-profit colleges are less likely to be employed, have high student debt, are more likely to default on federal loans and \u003ca href=\"http://www.bloomberg.com/news/2010-12-31/for-profit-colleges-charging-more-while-doing-less-for-low-income-families.html\">don’t receive a quality education\u003c/a>. Congress \u003ca href=\"http://hechingerreport.org/content/for-profit-colleges-pumping-campaign-money-to-foes-of-regulation_8995/\">passed legislation last summer\u003c/a> to provide more oversight of for-profit colleges and the federal grants that often fund student tuition, and just today, and the \u003ca href=\"http://www.nytimes.com/2012/10/18/education/university-of-phoenix-to-close-115-locations.html\">number of colleges are diminishing\u003c/a>.\u003c/p>\n\u003cp>As the for-profit university debate rages on, there's another, \u003ca href=\"http://www.huffingtonpost.com/2012/08/02/private-firms-eyeing-prof_n_1732856.html\">highly volatile controversy \u003c/a>around for-profit companies providing curriculum, content, and other services to school. In \u003ca href=\"http://www.huffingtonpost.com/2012/08/02/private-firms-eyeing-prof_n_1732856.html\">a recent article by Reuters News Service\u003c/a>, educator and activist Diane Ravitch rang the alarm bells.\u003c/p>\n\u003cblockquote>\u003cp>\"This is a new frontier,\" Ravitch said. \"The private equity guys and the hedge fund guys are circling public education.\" Some of the products and services offered by private vendors may well be good for kids and schools, Ravitch said. But she has no confidence in their overall quality because \"the bottom line is that they're seeking profit first.\"\u003c/p>\u003c/blockquote>\n\u003cp>In the fringes of that debate, there has been little discussion of the handful of for-profit companies running K-12 schools, most often as charters. A recent forum hosted by the \u003ca href=\"http://www.edreform.com/\">Center on Education Reform\u003c/a> discussed the issue, focusing mostly on the positive effects that profit-seeking institutions could have on K-12 education. One company highlighted in the forum was \u003ca href=\"http://www.sabis.net/\">Sabis\u003c/a>, a family-owned business based in the Middle East, which operates tuition-free charter schools as well as tuition \u003c!--more-->private schools, all over the world, including the U.S.\u003c/p>\n\u003cp>For-profit schools in the K-12 space are not run as outright businesses. Rather, Sabis is an “education management organization,” a designation that allows the company to bid for the right to manage charter schools. They have schools in Minnesota, Michigan, Massachusetts, New York and Louisiana. The principal argument against this model is that a company might cut corners to ensure profit levels, sacrificing quality of education. What's more, a private company allows little scrutiny into administrative practices by teacher unions, school boards and parents. The premise behind traditional public schools is that those stakeholders provide valuable checks on school administrators.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, some who see a positive roll for business in education. In his book about Sabis, \u003ca href=\"http://www.ncl.ac.uk/ecls/staff/profile/james.tooley\">James Tooley\u003c/a>, a professor of education policy at Newcastle University in England and author of \u003cem>From Village School to Global Brand: Changing the World Through Education\u003c/em>, claims there are at least three clear benefits to the for-profit model: “It’s better for quality and innovation, attracts talent, and it brings down cost,” Tooley said at the recent forum. “Those are true in other areas of our lives, but they are equally true in education.\"\u003c/p>\n\u003cp>Tooley says that education could benefit from market competition and believes that a company's motivation for making a profit does not preclude its motivation for providing quality education. And for a school to earn a good reputation, it will have to be innovative, competitive, and rigorous, otherwise parents will look elsewhere.\u003c/p>\n\u003cp>Those are the conceptual arguments for the for-profit charter model. In practice, however, it might be an altogether different scenario. Parents of children enrolled at Milestone Sabis Academy of New Orleans gave the school mixed, but mostly negative reviews on a \u003ca href=\"http://www.greatschools.org/school/parentReviews.page?id=2025&state=LA&sortBy=&page=1#revPagination\">Great Schools message board\u003c/a>. “This is the absolute worse [sic] display I have seen of professionalism in a school. Most of the teachers and administrators don't seem to care much. My daughter came home and told me that she was told by a teacher ‘I am only here for a pay check and I do not care if you pass or fail,’” wrote one parent in January 2012. In 2010 another parent wrote, “The teachers are new and fresh, but have no clue how to deal with, much less teach the children. It could be a good school if it were not for these very important absences. The director is pleasant, but does not take to criticism well. Instead she turns the situation around on the parent.”\u003c/p>\n\u003cp>Sabis was criticized in a \u003ca href=\"http://www.bostonglobe.com/metro/regionals/north/2012/03/08/lowell-gets-new-charter-school-despite-concerns-from-district-leaders/tKFh1jjCDS9IRiLyNM9MSP/story.html?camp=pm\">Boston Globe article \u003c/a>for opening a school in Lowell, Massachusetts with a high student-to-teacher ratio even though the student population included many English language learners. Similarly, when Sabis won a contract to run a charter school in Brooklyn, the \u003ca href=\"http://www.nytimes.com/1999/07/13/nyregion/group-picked-to-run-queens-school-was-ousted-in-chicago.html?pagewanted=all&src=pm\">New York Times raised concerns\u003c/a> about the company’s track record in Chicago, where two of its contracts were revoked.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Tooley and others maintain that if there were a profit incentive, more people would enter the education sector. “There are some people in this world who aren’t motivated by financial gain. But, if you want to attract talent into the education space then you’ve got to bring in the profit motive,” said Tooley.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1350671468,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":831},"headData":{"title":"How Does Profit Play a Role in Education? | KQED","description":"For-profit universities have come under fire for a litany of reasons. Critics claim that graduates of for-profit colleges are less likely to be employed, have high student debt, are more likely to default on federal loans and don’t receive a quality education. Congress passed legislation last summer to provide more oversight of for-profit colleges and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Does Profit Play a Role in Education?","datePublished":"2012-10-19T17:56:14.000Z","dateModified":"2012-10-19T18:31:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24440 http://blogs.kqed.org/mindshift/?p=24440","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/19/how-does-profit-play-a-role-in-education/","disqusTitle":"How Does Profit Play a Role in Education?","path":"/mindshift/24440/how-does-profit-play-a-role-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/865226751.jpg\">\u003cimg class=\"alignright size-full wp-image-24455\" title=\"86522675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/865226751.jpg\" alt=\"\" width=\"591\" height=\"317\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/865226751.jpg 591w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/865226751-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/865226751-320x172.jpg 320w\" sizes=\"(max-width: 591px) 100vw, 591px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For-profit universities have \u003ca href=\"http://www.washingtonpost.com/local/education/report-finds-for-profit-colleges-serve-shareholders-over-students/2012/07/29/gJQA3zm6IX_story.html\">come under fire \u003c/a>for a litany of reasons. Critics claim that graduates of for-profit colleges are less likely to be employed, have high student debt, are more likely to default on federal loans and \u003ca href=\"http://www.bloomberg.com/news/2010-12-31/for-profit-colleges-charging-more-while-doing-less-for-low-income-families.html\">don’t receive a quality education\u003c/a>. Congress \u003ca href=\"http://hechingerreport.org/content/for-profit-colleges-pumping-campaign-money-to-foes-of-regulation_8995/\">passed legislation last summer\u003c/a> to provide more oversight of for-profit colleges and the federal grants that often fund student tuition, and just today, and the \u003ca href=\"http://www.nytimes.com/2012/10/18/education/university-of-phoenix-to-close-115-locations.html\">number of colleges are diminishing\u003c/a>.\u003c/p>\n\u003cp>As the for-profit university debate rages on, there's another, \u003ca href=\"http://www.huffingtonpost.com/2012/08/02/private-firms-eyeing-prof_n_1732856.html\">highly volatile controversy \u003c/a>around for-profit companies providing curriculum, content, and other services to school. In \u003ca href=\"http://www.huffingtonpost.com/2012/08/02/private-firms-eyeing-prof_n_1732856.html\">a recent article by Reuters News Service\u003c/a>, educator and activist Diane Ravitch rang the alarm bells.\u003c/p>\n\u003cblockquote>\u003cp>\"This is a new frontier,\" Ravitch said. \"The private equity guys and the hedge fund guys are circling public education.\" Some of the products and services offered by private vendors may well be good for kids and schools, Ravitch said. But she has no confidence in their overall quality because \"the bottom line is that they're seeking profit first.\"\u003c/p>\u003c/blockquote>\n\u003cp>In the fringes of that debate, there has been little discussion of the handful of for-profit companies running K-12 schools, most often as charters. A recent forum hosted by the \u003ca href=\"http://www.edreform.com/\">Center on Education Reform\u003c/a> discussed the issue, focusing mostly on the positive effects that profit-seeking institutions could have on K-12 education. One company highlighted in the forum was \u003ca href=\"http://www.sabis.net/\">Sabis\u003c/a>, a family-owned business based in the Middle East, which operates tuition-free charter schools as well as tuition \u003c!--more-->private schools, all over the world, including the U.S.\u003c/p>\n\u003cp>For-profit schools in the K-12 space are not run as outright businesses. Rather, Sabis is an “education management organization,” a designation that allows the company to bid for the right to manage charter schools. They have schools in Minnesota, Michigan, Massachusetts, New York and Louisiana. The principal argument against this model is that a company might cut corners to ensure profit levels, sacrificing quality of education. What's more, a private company allows little scrutiny into administrative practices by teacher unions, school boards and parents. The premise behind traditional public schools is that those stakeholders provide valuable checks on school administrators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, some who see a positive roll for business in education. In his book about Sabis, \u003ca href=\"http://www.ncl.ac.uk/ecls/staff/profile/james.tooley\">James Tooley\u003c/a>, a professor of education policy at Newcastle University in England and author of \u003cem>From Village School to Global Brand: Changing the World Through Education\u003c/em>, claims there are at least three clear benefits to the for-profit model: “It’s better for quality and innovation, attracts talent, and it brings down cost,” Tooley said at the recent forum. “Those are true in other areas of our lives, but they are equally true in education.\"\u003c/p>\n\u003cp>Tooley says that education could benefit from market competition and believes that a company's motivation for making a profit does not preclude its motivation for providing quality education. And for a school to earn a good reputation, it will have to be innovative, competitive, and rigorous, otherwise parents will look elsewhere.\u003c/p>\n\u003cp>Those are the conceptual arguments for the for-profit charter model. In practice, however, it might be an altogether different scenario. Parents of children enrolled at Milestone Sabis Academy of New Orleans gave the school mixed, but mostly negative reviews on a \u003ca href=\"http://www.greatschools.org/school/parentReviews.page?id=2025&state=LA&sortBy=&page=1#revPagination\">Great Schools message board\u003c/a>. “This is the absolute worse [sic] display I have seen of professionalism in a school. Most of the teachers and administrators don't seem to care much. My daughter came home and told me that she was told by a teacher ‘I am only here for a pay check and I do not care if you pass or fail,’” wrote one parent in January 2012. In 2010 another parent wrote, “The teachers are new and fresh, but have no clue how to deal with, much less teach the children. It could be a good school if it were not for these very important absences. The director is pleasant, but does not take to criticism well. Instead she turns the situation around on the parent.”\u003c/p>\n\u003cp>Sabis was criticized in a \u003ca href=\"http://www.bostonglobe.com/metro/regionals/north/2012/03/08/lowell-gets-new-charter-school-despite-concerns-from-district-leaders/tKFh1jjCDS9IRiLyNM9MSP/story.html?camp=pm\">Boston Globe article \u003c/a>for opening a school in Lowell, Massachusetts with a high student-to-teacher ratio even though the student population included many English language learners. Similarly, when Sabis won a contract to run a charter school in Brooklyn, the \u003ca href=\"http://www.nytimes.com/1999/07/13/nyregion/group-picked-to-run-queens-school-was-ousted-in-chicago.html?pagewanted=all&src=pm\">New York Times raised concerns\u003c/a> about the company’s track record in Chicago, where two of its contracts were revoked.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Tooley and others maintain that if there were a profit incentive, more people would enter the education sector. “There are some people in this world who aren’t motivated by financial gain. But, if you want to attract talent into the education space then you’ve got to bring in the profit motive,” said Tooley.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24440/how-does-profit-play-a-role-in-education","authors":["234"],"categories":["mindshift_194"],"tags":["mindshift_958","mindshift_959"],"featImg":"mindshift_24455","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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