choice battleground

New-look school voucher program approved by divided Douglas County board

The Douglas County boardroom Tuesday in advance of another voucher vote (Eric Gorski/Chalkbeat Colorado).

CASTLE ROCK — Parents of Douglas County public school students would use taxpayer money to send their children to private schools — but not religious ones — under a revised school voucher program approved Tuesday night by a bitterly divided school board.

Limited in scope, the south suburban district’s School Choice Grant Program would be a pilot open to up to 500 students starting this fall.

The Colorado Supreme Court in June rejected the district’s original voucher program, adopted in 2011, as unconstitutional because it included religious schools. Members of the school board’s conservative majority took two paths in response: petitioning the U.S. Supreme Court, and quietly working to revise the program consistent with the state high court ruling.

After a heated debate, the board voted 4-3 to approve a policy revision essentially reviving the voucher program in a new form.

Board member Doug Benevento, who crafted the revision, portrayed it as a modest proposal to gauge interest and determine whether to proceed on a larger scale.

“One side is trying to expand choice for parents and students,” Benevento said, “and the other side is trying to shut it down.”

Three board members who ousted conservative incumbents in November questioned the timing and short notice, and argued that a voucher program robs public schools of dollars and exposes the district to another lawsuit.

“Private school is not a right,” said board member Anne-Marie LeMieux. “It’s a privilege.”

LeMieux called it a “massive overreach,” citing requirements that participating private schools demonstrate they run a “quality educational program,” prove themselves financial stable and provide copies of employment policies.

The school district established its original Choice Scholarship Program five years ago after a conservative takeover of the school board, arguing that competition can lift all schools even in a district consistently ranked as one of the state’s top achievers.

While most voucher programs are restricted to low-income students or those with special needs, Douglas County invited all families to apply, with a limit of 500 slots. Bringing vouchers to a wealthy district with no shortage of strong district-run and charter schools attracted national notice.

In 2011, the first 304 students were about to enroll when a lawsuit brought it to a halt. In a 4-3 judgment last June, the state’s highest court held that the program violated a state constitutional provision barring spending public money on religious schools. District officials petitioned the U.S. Supreme Court and are awaiting word on whether the court will take the case.

As of last fall, the legal bill had been run up to about $1.2 million, officials said. The costs have been covered in full by private donations, the bulk of it coming from the Denver-based Daniels Fund, the district said.

Among the details of the proposal approved:

  • The voucher program will be run through a district office that would issue checks in students’ names and send them to participating schools. This is a departure from the 2011 voucher program, which called for establishing a charter school that would have served administrative functions.
  • Vouchers would be worth whichever is less — the full freight of tuition or 85 percent of state per pupil revenue. The superintendent would have discretion to provide more.
  • Students in the program would still take state assessments.

The resolution does not spell out how the district would determine whether interested schools meet the “religious” definition. Benevento has said the district would develop a process for analyzing the policies, board structures and curriculum of schools that wish to participate and bar those deemed religious as defined in state law.

During public testimony Tuesday, Cindy Barnard of Taxpayers for Public Education, a plaintiff in the lawsuit against Dougco’s original voucher program, said the new plan is not sound.

“Every dollar put into the voucher program is a dollar taken out of the public school system,” she said.

Said county resident Bob Kaser: “This voucher program is an entitlement scheme for high-income families.”

It is unclear how many Douglas County families would want to enroll their children in secular private schools. Of the 23 private schools accepted into the original program, 16 were religious and 14 were outside Douglas County. More than nine in 10 students taking part chose religious schools.

Denver Post staff writer John Aguilar contributed information to this report. 

Mixed messages

Is the Board of Regents hostile to charter schools? Depends upon whom you ask.

PHOTO: Monica Disare
Regent Collins and Regent Johnson engage in a discussion after a Board of Regents meeting.

When the Board of Regents took the unprecedented step of rejecting two new charter schools last week, it sent shudders through the charter school sector.

Even before the meeting last Monday, the Regents had been making charters “nervous,” said Andrea Rogers, the New York State Director for the Northeast Charter Schools Network. The rejections only heightened the anxiety.

“I think these denials skyrocketed the issue to the front of people’s minds,” she said.  

And yet, during the same meeting, the board praised and signed off on the opening of five other charter schools, which brings the number of new schools approved this year to more than any year since 2013.

The meeting was emblematic of the mixed signals that this Board of Regents have been sending over the last few months, feeding different interpretations among both those who advocate for charter schools and those who champion traditional schools

The board’s willingness to criticize and question charters have many believing the Regents are, at best, skeptics and, at worst, opposed to the publicly funded, privately run schools that they authorize and oversee.

At the same time, the Regents have not been without praise for charters, and some charters say they have appreciated the support of the body and the state’s support staff.

Chancellor Betty Rosa said the Regents’ decisions are evidence of nuance, not rigid ideology or partisanship.

“I think there’s too many times when people want to simply say ‘you’re for’ or ‘you’re against.’ It’s so much more complicated than that,” Rosa told Chalkbeat in an interview Wednesday. “To me, if it’s a wonderful opportunity for kids — you got me. If it’s not, I’m probably going to be your worst enemy.”

As an authorizer, the Board of Regents has the power to approve new schools and decide which of its 87 schools should remain open. In addition to deciding the fate of individual schools, the board is rethinking how it evaluates all of its schools   and whether they should take a closer look at measures like surveys or chronic absenteeism.

With several new members and a relatively new leader, the Regents’ actions have been under particular scrutiny for signs of partisanship. Some have seized on recent events, such as critical statements made by some Regents as charter schools have come before the board for approval or renewal.

One Regent suggested that charter schools achieve high test scores by pushing out students; another suggested a charter school in Brooklyn is contributing to segregation.

Rosa has fiercely opposed a proposal that would allow some charter schools to certify their own teachers, calling the idea  “insulting.” The board also rejected a batch of Success Academy renewals, arguing that their authorizer attempted to renew the high-performing but controversial charter schools too soon. (The move had little practical effect, since their authorizer, SUNY, can override the board’s decision.)

Rosa said the sum of these decisions does not mean either she or the board is anti-charter. Her opposition to the teacher certification proposal had nothing to do with the source of the proposal — a charter authorizer — but because, she said, she believes the idea is an affront to the teaching profession and will allow unqualified teachers to enter classrooms.

The Success Academy renewals, she said, were returned based on legal requirements — and were not an appraisal of the charter network.

But taken together, observers of different educational ideologies have concluded that the board is more likely to probe problems with charter schools than in the past.

“It is quite a change from a couple years ago, and it does show greater misgivings about charter schools than what we saw under the board as it was previously constructed,” said Bob Lowry, deputy director of the New York State Council of School Superintendents. (Lowry said he appreciates that the board is paying more attention to how charter schools will affect the funding of surrounding school districts.)

The state’s teachers union has picked up on the change and praised the board for providing more oversight of charter schools, while calling on them to do more.

“The Regents, at this point, are providing much overdue scrutiny of the charter sector,” said NYSUT spokesman Carl Korn. “We believe that the Regents and the state education department need to do more, but this is a good step.”

Charter school advocates agree, seeing the Board of Regents’ actions as worrying. Since the board’s philosophy is hard to pin down, schools are starting to wonder if they can switch authorizers, Rogers said.

Yet there are signs that charters’ fear are based on conclusions that are far too sweeping. As the board rejected two schools outside of New York City, they also lauded applications for schools opening in the city a fact that may suggest differences in how the Regents assess schools in different areas of the state.

Regent Christine Cea welcomed a new school in Staten Island, saying she is “totally in favor of it.” Rosa expressed excitement about a new KIPP school in the Bronx, saying the community has “tremendous support” for its opening.

Rosa said Regents are more thoughtful and involved in reviewing schools now. She suggested that there are educational innovations that can be learned from charter schools, but also offered some critiques. At the top of her list, she worries that charter schools are not well-equipped to serve students with the most severe disabilities.

Several schools that are currently authorized by the board expressed their appreciation for the Board of Regents and those in the state education department’s charter school office who provide technical assistance to schools and create charter school recommendations for the board.

“On our quest to better serve scholars with learning differences, we have found no better ally,” said Eric Tucker, who is a co-founder of Brooklyn Laboratory Charter School. “Through technical assistance and oversight, the Regents push public schools like ours to continually improve to better serve the needs of all students, all days.”

Still, said Bob Bellafiore, an education consultant who works with charter schools, several Regents come from district school backgrounds, and so their default attitude is to question charter schools and support the traditional school model.

“They’re much more district school system people,” Bellafiore said.

What's Your Education Story?

Tips for teaching poetry in a women’s prison. ‘Remember, you are not allowed to hug anyone.’

PHOTO: Lwp Kommunikáció, Flickr CC
Inmates at the Indiana Women's Prison.

Adam Henze was one of seven educators who participated in a story slam sponsored by Chalkbeat, Teachers Lounge Indy, WFYI Public Media and the Indianapolis Public Library on Sept. 5. Every teacher shared stories about their challenges and triumphs in Circle City classrooms.

A poet and educator, Henze read a poem about a day in his life as a poetry instructor at the Indiana Women’s Prison. Henze recounts the painful struggle to reconcile his experiences with the crimes for which his students were serving time — some life sentences for murder

It’s a story full of darkness, but it also offers hope that, as Henze said, “we are the sum of the things that we have done, but we’re also the sum of the things that we have yet to do.”

Check out the video below to hear Henze’s story.

You can find more stories from educators, students and parents here.