National teachers union blasts Christie over pension funding in radio, online ads - News - NorthJersey.com

National teachers union blasts Christie over pension funding in radio, online ads - News - NorthJersey.com:

National teachers union blasts Christie over pension funding in radio, online ads

One of the largest teachers’ unions in the nation is blasting Governor Christie in a radio and online ad campaign launched Wednesday over his failure to make full payments into the state pension system.

The campaign comes as New Jersey unions representing teachers, police officers, firefighters and state workers are trying to compel the governor to make large pension payments that he agreed to in 2010. On Wednesday, the state Supreme Court heard an appeal by the Christie administration of a lower-court ruling that ordered the state to put nearly $1.6 billion more into the pension funds for the fiscal year that ends June 30.

In announcing its campaign, the American Federation of Teachers alleged that Christie “has broken the public trust.”

“Three years ago, he struck a deal with the Legislature that was premised on shared sacrifice,” Randi Weingarten, president of the union, said in a statement. “And teachers, firefighters and nurses made that sacrifice.

They paid their share. But Christie is refusing to pay his, and now these workers’ dignity and security in retirement hangs in the balance.”

Christie has said that New Jersey cannot afford to pay billions into the pension system annually and that he has put more into the pensions than other governors.

On Wednesday, a spokesman for the governor’s office said that, by 2016, the state will have to make annual payments for pension and health benefits totaling more than $8 billion, out of an average budget of more than $30 billion.

“If we followed the old political way here in Trenton you would have to increase the sales tax by 10 percent or income taxes by 29 percent, eye-popping numbers,” spokesman Brian T. Murray wrote in an email.

In its ad, the powerful American Federation of Teachers hit hard at Christie for skipping payments and accused him of poor fiscal management.

“What kind of man breaks his promises? Goes back on his word? What kind of man bullies people and can't be counted on to do what he said he would?” the union said in its radio ad.

The New Jersey Education Association, which represents teachers and is suing Christie over the pension payments, plans to launch a similar campaign May 21, said Steve Wollmer, director of communications. The ads will appear on television, radio and online, he said.

The script is still being written, he said, but will also call for the Legislature to defend the pensions. He said the Legislature should be willing to override a likely veto by the governor if lawmakers include increased pension payments in their upcoming budget for the new fiscal year.

“It’s time for the legislature to step in and do the right thing,” Wollmer said.National teachers union blasts Christie over pension funding in radio, online ads - News - NorthJersey.com:

State orders charter schools to improve - Connecticut Post

State orders charter schools to improve - Connecticut Post:

State orders charter schools to improve

 Following the adoption of tougher charter school standards, two area charter schools that were up for renewal -- one in Bridgeport and the other in Stamford -- have been ordered by the state to improve.

New Beginnings Family Academy, a Bridgeport based charter school that also serves a handful of students from Stratford, Trumbull and Fairfield, was told to reduce its suspensions and chronic absentee rates and given a three-year renewal of its contract instead of five.

The Stamford Academy Charter School came close to being put on probation, but was ultimately given a three year renewal with a number of strict conditions it must satisfy.

"Charter schools have more flexibility to spur innovation, but with this flexibility comes greater accountability and stronger oversight by the state," said Education CommissionerDesignee Dianna Wentzell. "We set high expectations for our students, and we expect our schools to deliver positive outcomes for our students."

The Bridgeport and Stamford charters were among six up for renewal Wednesday and among three that got shorter contract renewals.

The shorter leashes come after the state board enacted new standards for charters in the wake of last year's collapse of Family Urban Schools of Excellence, or FUSE, a Hartford-based charter school management company whose chief was found to have lied about his credentials and hired felons and family members to work at its schools. The new oversight policies call for charter schools to, among other things, create clearer expectations of student performance and improve school climate and operations.

The state legislature is also in the process of weighing how much of its budget to give charter schools in the next fiscal year. The Legislature is looking for a smaller increase to charter school funding than Gov. Dannel P. Malloy proposed.

Publicly-funded schools that run outside of local school board control, charter schools have increasingly become controversial as some traditional public school officials view them as competition for limited state dollars.

"They were a lot more thorough with the process this time and I don't have a problem with that," said Ronelle P. Swagerty, director of New Beginnings of the state review process. "I have no problem with accountability. I don't think any of the charter schools in Connecticut do."

By the numbers

As for out of school suspensions, 18 percent of New Beginnings elementary students and 32 percent of middle school students received at least one in or out of school suspension in 2013-14, compared to 16.1 percent of Bridgeport students and 7.5 statewide.

"We were hammered by our 13-14 suspension numbers," Swagerty acknowledged. "They had to be addressed and they have been."

The school's chronic absenteeism rate was 9.8 percent in 2012-13, lower than the district average of 21 percent for 2013-14, but still could be better, according to the state.

"As a charter school, NBFA has the opportunity to innovate and cultivate best practices to address chronic absenteeism," the report to the board states.

A student is chronically absent if they have missed at least 10 percent of school days for any reason.

Swagerty was hoping for a five year renewal instead of three based on the changes made at the school, but said in the end, the shorter charter simply means going through the next review again sooner.

New Beginnings opened in 2002 and serves 473 students in pre-kindergarten through eighth grade. It has a wait list and would expand if additional state funding was awarded. According to the state review, New Beginnings demonstrates strong student performance. A school performance index, a compilation of all student reading, math and writing test scores, was 68.5 in 2012-13 while the Bridgeport school district's was 53.7.

The school has already submitted a plan to improve school climate, strengthen behavior policies and establish targets to reduce suspensions.

This year the school is using a program called Responsive Classroom to better manage student behavior and meet the social and emotional needs of students.

As a result, behavior issues are down as are suspension rates.

Stamford Academy, considered an alternative high school for 142 "at-risk" youth, opened in 2004. It serves over-aged, under-credited students in grade nine through 12. It's has a school performance index in 2013 was 34.2, half of the Stamford school district's 68.8.

"Stamford Academy must strengthen academic programming and governance in order to advance student academic achievement," the state board was told.

Rather than put it on probation, however, both Chairman Allan Taylor and Vice Chair Theresa Hopkins-Staten pushed to have the conditions made part of the three year renewal without a one year probation and the board agreed.

Craig Baker, who serves as Stamford Academy's superintendent, called the outcome very positive.

"It may have sounded like a short-leash situation to some, but we heard them primarily focus on the realization the state must do more to support these struggling students, asking what they can learn from us as well as continuing to hold us accountable," Baker said.

Aurora school board met illegally with Gates Foundation, charters #CharterSchoolsWeek

Aurora school board met illegally with Gates Foundation, charters | Chalkbeat:

Aurora school board met illegally with Gates Foundation, charters

The district will review policies for social events, nontraditional board meetings

 A majority of the Aurora Public Schools’ Board of Education met illegally April 29 with representatives from several national charter school networks and the Bill and Melinda Gates Foundation, a spokeswoman for the district confirmed Wednesday.

And now the suburban Denver school district is reviewing how it coordinates nontraditional board meetings.

“After reviewing our policies, we recognized there was an oversight and we should have posted a notice about the meeting,” said APS spokeswoman Georgia Duran. “I want to emphasize that we do take our responsibility to be open and transparent seriously.”

The Wednesday evening meeting was originally planned as a social event for APS staff and leaders from the charter networks. The representatives from the networks and the Gates Foundation were in town to discuss how charter schools could be used to improve academic performance in the academically struggling school district.

Superintendent Rico Munn later decided to invite the board to the social event “as a courtesy,” Duran said. The district did not track which board members agreed to participate in the dinner.

At the dinner, board members mingled with leaders from Green Dot Public Schools, New Visions Schools, Mastery Public Schools, and the school management organization AUSL.

But later in the evening, the conversation became more formal and focused on Aurora Central High School, where the district is trying to improve student outcomes on standardized tests and graduation rates before the state steps in.

“They asked us, as board members, to share some of the context at Central, in terms of what does the community look like, what are some of the questions we’re wrestling with that would be helpful to answer, what prompted us to seek them out,” JulieMarie Shepherd, the school board president, said said.

Shepherd said she believed the meeting was within the limits of the law because neither an official course of action was discussed nor a vote was taken. It was a social event, an exception to the open records law, Shepherd said.

While the open meetings law does allow some flexibility around social events — like a chance meeting at a school fundraiser — that clearly isn’t the case here, said Jeff Roberts, executive director of the Colorado Freedom of Information Coalition.

“The large group discussion at which board members were asked to discuss Aurora Central should have been posted somehow,” Roberts said. “That was a meeting, involving more than two members of the board, at which public business was discussed. The public should have known about that meeting and should have been given an opportunity to hear the discussion.”

Board member Cathy Wildman said she didn’t know the meeting hadn’t been posted.

“I made the assumption that it had been taken care of through [district lawyers],” Wildman said. “That’s the minutiae I don’t have to deal with. It should be dealt with by administration. Nine times out of 10 we are very careful.”

The district’s admission about the illegal meeting comes less than 24 hours after some board members raised concern at their May 5 meeting about a lack of community input ona broad strategy to improve student learning at a cluster of schools in the Original Aurora neighborhood, near Aurora Central High.Aurora school board met illegally with Gates Foundation, charters | Chalkbeat:

Education Reformers Lost in the Woods Should Pause, Listen and Learn - Living in Dialogue

Education Reformers Lost in the Woods Should Pause, Listen and Learn - Living in Dialogue:

Education Reformers Lost in the Woods Should Pause, Listen and Learn 

 By John Thompson.

When lost in the woods, the first rule is “hug a tree.”  In other words, slow down, confront your fears, regain your calm and think prudently about getting back on track.

When trapped in the urban crises of today, we should first hug each other, converse with each other, and then hug the tree of knowledge. In the case of the Baltimore tragedy and the challenge of improving urban schools, we should tap the wisdom the Johns Hopkins Everyone Graduates Center which, I believe, is one of the two greatest education policy research centers in the world.

Johns Hopkins’ Robert Balfanz testified before the U.S. Senate this winter that outcomes in high-challenge schools best improve when the judgments of educators and support staff are respected. Balfanz also said that those efforts require a push from external accountability pressures.   Balfanz called for the proper “interplay between accountability, innovation and support.” He cited the 10% increase in the nation’s graduation rate as an example of a success.

I wonder whether Balfanz was being politely understated and whether he would privately agree that NCLB-type targets for increasing student performance represent the other side of the coin; they inevitably result in policies that educators dismiss as doomed and divert energy and resources away from the evidence-based policies that the Everyone Graduates Center promotes.

Balfanz then described the types of challenges faced by Baltimore and other inner city systems. In schools where 1/4th to ½ of students are chronically absent, where there are more suspended students than there are graduates, and where the typical student has a “D” average, teachers alone can’t solve the problems of poverty from within the four walls of their classrooms. Those schools need aligned and coordinated student support services. For example, they may need 10 to 15 AmeriCorps mentors, each working with fifteen at-risk students.

Balfanz described Diplomas Now, and its collaborative public/private team efforts. Federal School Improvement Grants (SIG) have financially assisted those efforts in 40 secondary schools. But, most SIG schools adopted the opposite approach, based on the mass dismissal of teachers and principals and being forced to produce “dramatic” test score gains in just three years.  I wonder if Balfanz is quietly frustrated that such a small number of SIG schools felt free to adopt those humane, science-based methods.

Similarly, Mass Insight’s The Turnaround Challenge also called for comprehensive investments in capacity-building in high-challenge schools and warned against the mass dismissal of teachers. Recent research by Mass Insight and the Ounce of Prevention Fund explains how the normative SIG approach undermines capacity-building because “current metrics effectively eliminate the viability of early learning as a potential long-term improvement strategy.”

Balfanz was equally diplomatic when praising states for one of the Everyone Graduates Center’s best programs – Early Warning Systems that identify absenteeism before it metastasizes into chronic truancy.   He cited the other great education center, the Consortium on Chicago School Research (CCSR), which shows that it is possible to predict the 30 to 50% of 6th graders who will drop out unless adults intervene.

As Balfanz explained, these warning systems must be a part of a “powerful continuous improvement ecosystem.” Improvement must be catalyzed by innovation, accountability, and support, in order to create learning Education Reformers Lost in the Woods Should Pause, Listen and Learn - Living in Dialogue:

The Testing Opt-Out Movement Explodes, and the Empire Strikes Back | Lisa Guisbond

The Testing Opt-Out Movement Explodes, and the Empire Strikes Back | Lisa Guisbond:

The Testing Opt-Out Movement Explodes, and the Empire Strikes Back

Education policymakers and elected officials can no longer ignore or trivialize the test resistance movement. It's become too massive. In a historic example of civil disobedience this spring, around 200,000 New York parents opted out of high-stakes standardized testing for their children. That's more than triple last year's numbers. New Jersey refusal numbers exploded from 1,000 last year to 50,000 this year. Opting out is occurring in nearly every state. These parents are sick and tired of the fear and anxiety that the testing tsunami has provoked in their children, not to mention the narrowed curriculum, teaching to the test, and pressure on teachers to cheat.

In response, there are encouraging signs of progress in Congress. The U.S. Senate education committee, for instance, has endorsed a revamped version of the despised "No Child Left Behind" law. It ends most federal sanctions based on test scores. The bill also recognizes parents' right to refuse standardized tests by upholding state laws that allow opting out. It still does not do enough to reverse test misuse and overuse, keeping annual math and reading tests in grades three through eight and once in high school. (This could change, if enough senators hear from constituents supporting Senator Jon Tester's amendment to roll back the amount of testing to once in each of three grade spans succeeds.) There is legislation advancing in about 10 states to allow opting out, on top of the seven that now do so.

Unable to dismiss the opt-out movement, some officials seek to bully test resisters into compliance. Federal, state and local officials have repeatedly threatened that if schools don't have 95% test participation, they risk losing vital federal Title 1 education money.

FairTest knows of no school, district or state that has been sanctioned for not reaching the 95% threshold. NCLB does say that 95% of students must take federally mandated state exams or their schools and districts will fail to make "adequately yearly progress" (AYP). Failure to make AYP unleashes a chain of escalating sanctions, but the list of sanctions does not include the loss of federal funds.

These facts have not prevented many media outlets from reporting funding loss as a real risk. U.S. Education Secretary Arne Duncan boosted the fearmongering by saying, "[T]he federal government is obligated to intervene if states fail to address the rising number of students who are boycotting mandated annual exams." Another U.S. Department of Education (DOE) staffer mentioned the possibility that funds could be withheld if too few students take tests.

However, Assistant Secretary Deborah Deslisle acknowledged the DOE does not want to take money away from schools. Moreover, in the highly unlikely event the DOE does intervene, the first step would be a "corrective action" plan to address the low participation rates. This is typically a multi-year process during which time schools The Testing Opt-Out Movement Explodes, and the Empire Strikes Back | Lisa Guisbond:

New online tool will help public easily see lobbyist connections to bills - SFGate

New online tool will help public easily see lobbyist connections to bills - SFGate:

New online tool will help public easily see lobbyist connections to bills

 SACRAMENTO — Lt. Gov. Gavin Newsom unveiled a new online search tool Wednesday that he said will open up the way the California Legislature does business and radically transform state politics “from a world of promises to a world of participation.”

Newsom, a Democrat, joined former Republican state Sen. Sam Blakeslee and open-government advocates in announcing the launch of Digital Democracy, an online search engine that is now live which allows the public to hone in on specific bills or keywords, such as looking for all references in Legislative hearings to the controversial vaccine bill currently being weighed by lawmakers.

The site also puts several online tools in one place, including campaign contributions, conflict of interest filings and voting records of lawmakers. The site will also open up the world of lobbying in a way not seen before by identifying their comments at legislative hearings, tracking them back to their employers and showing who their clients are.

While much of the information is already available online through a myriad of different websites, Digital Democracy also digitizes transcripts of what was said during hearings, allows a user to tie those comments back to the video clip and to easily share it through social networking.

“Not surprisingly, some people are concerned,” said Newsom, who added that Capitol insiders expressed concern about the site. “There is this stale air of normalcy and this is about the fresh air of progress. Sunlight is a disinfectant of sorts. There is a large persuasion industry in Sacramento. That’s not necessarily a headline. Folks are used to operating with traditional principals and this is about a wake up call. It’s about making government as efficient as Google.”

Digital Democracy was developed by students at the Institute for Advanced Technology and Public Policy at California Polytechnic State University and is supported through one-year grants — $1.2 million grant from the Laura and John Arnold Foundation in Texas and the Rita Allen Foundation in New Jersey.

DigitalDemocracy.org currently includes legislative hearings from January until April and will eventually include all hearings broadcast by Cal Channel through the end of the Legislative session.

“What’s really cool about this is we are creating a categorically new tool that doesn’t exist today,” said Blakelee, who is founding director for the Cal Poly institute that developed the site. “It’s easy to complain about government not being transparent. What’s exciting about this tool is we are doing something about it.”

Melody Gutierrez is a San Francisco Chronicle staff writer. E-mail mgutierrez@sfchronicle.com

New online tool will help public easily see lobbyist connections to bills - SFGate:

Who’s the William Wallace of testing: @JessedHagopian or Liz King? | Cloaking Inequity

Who’s the William Wallace of testing: @JessedHagopian or Liz King? | Cloaking Inequity:

Who’s the William Wallace of testing: @JessedHagopian or Liz King?

Liz King

Yesterday, Liz King, a Teach For America alum and policy analyst for The Leadership Conference on Civil and Human Rights, led 12 civil rights organizations into a national battle against student and parents. She loves testing. Liz King believes taking a test is a “civil right” you are required to have. In contrast, hundreds of thousands of students across the nation have expressed the opposite by opting out of high-stakes testing as a protected form of constitutional political free speech. Who is right?

First, let’s start with Liz King’s leadership of national civil rights organizations on this issue.

How do I know that Liz King led these efforts. I have pasted a leaked email from DC below that I had before she released the press advisory entitled “We Oppose Anti-Testing Efforts”

Liz King loves No Child Left Behind. She said so on the Equity Alliance Blog entitled 100% Proficient: The Most Important Accomplishment of NCLB. Let’s start there first. Why this title? For those of you scoring at home, NCLB promised that every student in the United States would be proficient by 2014 if we just tested and accountabilitied (just invented this word) them enough. At the time it was believed that Texas had used a decade of high-stakes testing to create an educational miracle and close the achievement gap on the TAAS test. In Houston, home of former US Secretary of Education Rod Paige, schools were publicly reporting 0% dropout rates  and graduation rates approaching 100%. We of course know that the Texas and Houston testing miracles were a façade uncovered by research and common sense. No one really believes anymore that Texas had an education miracle in the 1990s— which incidentally was the primary justification for George W. Bush and Rod Paige to import NCLB from Texas to every district across the United States.

Anyways, I find it curious that King would title her essay in this way because, well, NCLB failed at 100% proficiency spectacularly. I am a big fan of Luther, Obama’s anger translator. So, I am going to translate the seven paragraphs in her blog post. First, here is the post:

Liz King is Legislative Director for Congressman Chaka Fattah (D-Pa).  She has worked in this 

Who’s the William Wallace of testing: @JessedHagopian or Liz King? | Cloaking Inequity:

One Newark: Choosing “Great” Schools, or Merely Segregated Ones? #CharterSchoolsWeek

One Newark: Choosing “Great” Schools, or Merely Segregated Ones? « New Jersey Education Policy Forum:

One Newark: Choosing “Great” Schools, or Merely Segregated Ones?

 Full Length Brief: Weber_One NewarkSegregation-1

Mark Weber, PhD candidate, Rutgers University, Graduate School of Education

Executive Summary

This brief provides a preliminary analysis of the potentially segregative effects of One Newark, the school choice plan implemented by the Newark Public Schools (NPS) in 2014. School choices appear to be influenced by ratings assigned by NPS; however, these ratings are correlated to student population characteristics, such as race and economic status. Newark families, therefore, may be the choosing schools – inadvertently or otherwise – that are more segregated.

“Popular” schools under One Newark – the ones chosen most often by families – enroll fewer students eligible for the federal free-lunch program, a proxy measure of economic disadvantage. Popular charter schools also enroll relatively large proportions of black students compared to all of the city’s publicly-funded schools, even as popular district schools enroll relatively small proportions.

While popular schools show better performance on statewide assessments, their “growth” scores, which are intended to take into account differences in student populations, are more mixed. Because test scores are correlated to student population characteristics, families that choose higher-performing schools under One Newark may be selecting schools that are more segregated.

There are notable differences between popular district and popular charter schools: the popular charters have higher suspension rates and more inexperienced teachers than the popular district schools. Whether families are aware of these discrepancies is unknown.

Although the limited data released by NPS is inadequate for a full analysis, I find these results to be sufficient evidence to warrant the release of the full set of One Newark application data.One Newark: Choosing “Great” Schools, or Merely Segregated Ones? « New Jersey Education Policy Forum:

Network for Public Education's Second Annual Conference Makes History - Living in Dialogue

Network for Public Education's Second Annual Conference Makes History - Living in Dialogue:

Network for Public Education's Second Annual Conference Makes History 

By Anthony Cody.

The last weekend of April I joined about 600 other history-makers in the great city of Chicago for the second annual conference of the Network for Public Education. It has been said that American attitudes towards education are like a pendulum, swinging from one side to another. If so, this was a room full of pendulum pushers, decidedly unhappy with the status quo.

The biggest news out of the conference was made when, in response to a question from NPE’s president, Diane Ravitch, both Lily Eskelsen Garcia and Randi Weingarten categorically stated that the NEA and AFT would no longer accept grants from the Gates, Walton or Broad Foundations. (Video here.) Both unions have accepted multiple grants for millions of dollars from Gates and Broad. Several Gates-funded projects have taken on the task of promoting Common Core implementation. While other comments made indicate that both unions remain wed to the Common Core, this is an important step back from collaboration with foundations that are hostile to teacher unions and public education.

Another way this conference made history is by being the largest gathering of education activists in the nation. This activism in support of real change in public education is emerging as a real social movement, and the Network for Public Education has created events that bring this movement together. There was solidarity with other organizations who offered workshops, including leaders from United Opt Out, theBadAss Teachers Association, FairTest, and Save Our Schools. Many education bloggers and grassroots activists attended as well. The event trended on Twitter both days, and several thousand people tuned in to watch the live streamed sessions broadcast by our talented volunteer Vincent Precht throughwww.Schoolhouselive.org. We managed to broadcast all keynotes and 18 separate workshops, so even those not in attendance could access the conference. Many of the sessions referenced in this post can be viewed on archived video as well.

There were numerous sessions that focused us on how to communicate and organize. Members of the Newark Students Union shared hard won experiences from several years of organizing their peers. (Video here) I accompanied Tanaisa Brown to a meeting of Chicago’s CORE caucus after the conference ended on Sunday, where she told the crowd that the connections the students had made at the conference had them thinking about a national tour, so that NSU members could visit and encourage Network for Public Education's Second Annual Conference Makes History - Living in Dialogue:

 Watch New Video From the NETWORK FOR PUBLIC EDUCATION NATIONAL CONFERENCE Schoolhouse Live

Schoolhouse Live:

THE NETWORK FOR PUBLIC EDUCATION NATIONAL CONFERENCE

April 25-26 educators and advocates gathered in the Windy City to discuss crucial issues facing children in our public schools. From the infiltration of big business into public education to high stakes testing and the Common Core, dangers to America's proud tradition of public education were exposed and efforts to neutralize them examined. Click below to relive this lively weekend, and watch for new video links in the days to come!

Diane Ravitch in Conversation with Karen Lewis

Diane Ravitch in Conversation with Lily Eskelsen Garcia 

and Randi Weingarten 

Yong Zhao

From Vincent Precht and SCHOOLHOUSE LIVE

I am a teacher, writer, filmmaker and live streamer. I have produced live stream events for United Opt Out featuring addresses by Diane Ravitch and Karen Lewis and am making a documentary, which includes interviews with Noam Chomsky, Jesse Hagopian and many others. Published in the New York Times, Seattle Review, TriQuarterly and elsewhere, I have written award winning short stories. I have been a public school teacher for 29 years. The biggest moments of my life were having a son and 40 years earlier meeting the Beatles.

Vincent Precht http://bit.ly/1GwPEPv

schoolhouselive.org

Celebrating National Charter Schools Week: Re-Segregating America’s Schools Part 3 #CharterSchoolsWeek

Celebrating National Charter Schools Week: Re-Segregating America’s Schools Part 3

Celebrating National Charter Schools Week: Fraud Corruption Lack of Accountability Part 2 #CharterSchoolsWeek

Celebrating National Charter Schools Week: THE ISSUES: Part 1 #CharterSchoolsWeek

Choice Without Equity:
 Charter School Segregation and the Need for Civil Rights Standards
Study: Charter schools have worsened school segregation

Charter choices resegregate schools, advocates say

Charter schools’ five-mile enrollment under scrutiny

Vouchers on the Move: Return to School Segregation?

The Racist History of the Charter School Movement

A new study raises a troubling question about charter schools

Wendy Lecker: Charter schools -- civil rights rhetoric vs. reality

Charter Schools Won't Solve Segregation

School Reform, New Orleans Style

North Carolina Charter Schools Grow More Segregated, Say Scholars

Iris Rotberg: Charter Schools Exacerbate Segregation

A dozen problems with charter schools

Charter School Segregation Target Of New Report

Federal Complaint Puts Charter School Segregation on Blast

A new round of segregation plays out in charter schools

The Impact of School Choice on Racial Segregation in Charter Schools

Charter Schools May Be Re-Segregating America’s Education System

Charter Schools and the Risk of Increased Segregation

choice without equity: charter school segregation