Future of Schools

Indiana has seen a burst of new charter schools since 2011 law

PHOTO: Alan Petersime
Students working at Tindley Accelerated Schools' girls-only middle school.

The number of charter schools in Indiana has grown rapidly since a 2011 state law passed expanding authority to approve and oversee them to new sponsors, and the acceleration looks likely to continue over the next two years.

Up to 14 charter schools were approved in recent months to open this fall, if they can find buildings and overcome other start-up challenges.

Even coupled with another recent trend toward tougher oversight — four charter schools were closed down this year for poor performance or other problems — the net gain could push the number to 86 charter schools statewide next year.

That is a significant jump: just 49 charter schools were open statewide when the law expanding charter school sponsorship passed four years ago, meaning the potential gain equates to about 75 percent more charter schools.

Starting slow, gaining momentum

The first 10 charter schools opened in Indiana in 2002 after a years-long battle in the Indiana legislature ultimately produced a law permitting the free, publicly funded but privately run schools to operate independently from local school districts.

For the first decade after 2002, an average of about five new charter schools opened each year, and schools rarely closed except in a few high-profile cases in which sponsors found they were seriously mismanaged. That was relatively slow growth when compared to neighboring states such as Ohio and Michigan, where far more charter schools opened each year.

But over the past three years, new Indiana charter schools have opened at almost twice the rate of the first decade: an average of about nine new charter schools per year.

Indianapolis Mayor Greg Ballard’s office has expanded its stable of charter schools quickly in that time. In 2011, Ballard sponsored 18 charter schools. This year he sponsored 29 charter schools. One of those schools will close and another is converting to a private school.

The city could be sponsoring even more charter schools, but under Ballard and recently-departed Deputy Mayor Jason Kloth, the city ramped up accountability and pushed low-scoring charter schools to close or merge with more successful schools.

In all, five mayor-sponsored charter schools that were open in 2011 have ceased operations.

“We focused on replication of things that worked and accountability for those that didn’t,” Kloth said. “We enforced high barriers to entry and true accountability for results.”

The faster pace for opening new charter schools is expected to continue statewide. Besides the 14 planned to open this fall among all nine Indiana sponsors, another seven are approved to open across the state in 2016 and 2017.

New sponsors emerge

Two new forces that are helping to drive the expansion are a direct result of the 2011 law: the Indiana State Charter School Board and three private universities that have become charter school sponsors.

Sponsors grant charter schools the ability to operate, monitor their performance and can close those that fall short of their promises.

Before 2011, the mayor of Indianapolis and Ball State University had been Indiana’s two primary charter school sponsors, along with a handful of local school districts sponsoring just a few others. The legislature that year created the state charter board with the authority to sponsor new schools, and allowed private universities to sponsor charter schools as well.

While debating the 2011 bill, lawmakers who supported the idea often suggested well-known private universities such as Notre Dame, Rose-Hulman and Valparaiso would be interested in sponsoring charter schools. None of them has ever done so.

Instead, the three private colleges that are now active charter school sponsors are less well-known.

Trine University in Angola will oversee five schools next year in Fort Wayne, South Bend and Indianapolis; Grace College in Winona Lake sponsors a school in Fort Wayne and a school in Dugger; and Calumet College of St. Joseph sponsors one school each in Hammond and Gary.

The state charter board also has aggressively approved new schools since its founding. Nine new charter schools approved by that board opened since 2012.

Closing schools that don’t measure up

One sponsor that has been a major force in Indiana since the dawn of charter schools — Ball State — has closed more schools than it opened over the past three years.

As a result, Ball State will oversee just 29 charter schools this fall — three fewer than it did two years ago.

In part, the university’s tougher approach was driven by deep criticism of Ball State that came in 2011 and 2012 for failing to take action against schools with low scores. Since then, the atmosphere has changed, said Bob Marra, who directs charter schools for Ball State.

In fact, earlier this spring, Marra was invited to speak about high quality charter school sponsoring along with representatives from Ballard’s office at a National Association of Charter School Authorizers event. The group is known as a strong advocate for closing low-scoring schools.

“I don’t think I would have been there if it wasn’t for the work we had done the last couple of years,” Marra said.

Even so, critics of the 2011 expansion of charter school sponsors have argued that the new law paved the way for “sponsor shopping,” a practice where low-scoring schools try to jump to new sponsors before they are shut down.

That has occurred in the last three years.

Three former Ball State charter schools that were facing possible shutdown for failing grades — Timothy L. Johnson Academy in Fort Wayne, Imagine Life Sciences Academy West in Indianapolis and Charter School of the Dunes in Gary — managed to find new sponsors just before Ball State delivered the news that they would have to close. Timothy L. Johnson Academy and Imagine Life Science Academy West are now sponsored by Trine University and Charter School of the Dunes by Calumet College.

In some cases, it surprised Ball State to learn schools it was moving to close found new life with another sponsor.

A law passed earlier this year aims to rectify that problem. House Bill 1636, signed into law by Gov. Mike Pence last month, requires that any sponsor receiving an application for a charter school that already operates under a different sponsor must alert the current sponsor in writing.

The goal is to ensure that sponsors know when schools they oversee seek either to change to a new sponsor or start another charter school with a different sponsor. But the bill does not prevent a new sponsor from taking on a school in danger of closing.

 NEW CHARTER SCHOOLS IN INDIANA

Indianapolis Mayor Greg Ballard’s office (27 schools sponsored)

New schools for 2015-16:

Christel House DORS West in Indianapolis

Tindley Genesis Academy in Indianapolis

Indiana College Preparatory Academy in Indianapolis

Indianapolis Lighthouse Charter School East in Indianapolis

Marion Academy in Indianapolis

Excel Center University Heights in Indianapolis

New schools for 2016-17:

Global Prep Academy in Indianapolis

Avondale Meadows in Indianapolis

New schools for 2017-18:

A second Herron High School in Indianapolis

Ball State University (28 schools sponsored)

New schools for 2015-16:

Mays Community Academy in Rushville

Indiana State Charter School Board (9 schools sponsored)

New schools for 2015-16:

Carpe Diem Northwest in Indianapolis

Carpe Diem Shadeland in Indianapolis

Early Career Academy in Indianapolis

Excel Center in South Bend

Excel Center in Noblesville

New schools for 2016-17:

ACE Preparatory Academy in Indianapolis

Global Leadership Academy in Indianapolis

Indiana Charter Network Academy (run by Charter Schools USA) in Indianapolis or Clarksville

New schools for 2017-18:

Indiana Charter Network Academy (run by Charter Schools USA) in Indianapolis or Clarksville

Trine University (3 schools sponsored)

New schools for 2015-16:

Career Academy Middle School in South Bend

Success Academy Primary School in South Bend

Grace College (1 school sponsored)

New schools for 2015-16:

Dugger Community School in Dugger

Calumet College of St. Joseph (2 schools sponsored)

No new schools planned

Evansville Vanderburgh School District (2 schools sponsored)

No new schools planned

Daleville School District (1 school sponsored)

No new schools planned

Lafayette Public School District (1 school sponsored)

No new schools planned

Who's leaving?

63 teachers are leaving Detroit’s main district. Here’s a list of their names and former schools.

PHOTO: Getty Images

Is your child’s favorite teacher saying goodbye to the Detroit Public Schools Community District?

Last week, Detroit’s main district released the names of 63 teachers and 55 building staff members who retired or resigned by the end of June. We have a list of their names and the schools where they worked.

Rather than leave classrooms during the school year, teachers typically choose to retire or switch school districts while students are on break. This is only the first wave of departures expected this summer — one reason schools in Detroit are racing to hire certified teachers by the fall.

But for Detroit families, the teachers on this list are more than a number. Scroll down to see if an educator who made a difference in your child’s life — or your own — is leaving the district.

Teacher and staff separations in June 2018. Source: Detroit Public Schools Community District

Gifted gap

To integrate specialized high schools, are gifted programs part of the problem or the solution?

PHOTO: Christina Veiga
Kindergarten students at Brooklyn School of Inquiry, the first citywide gifted and talented program to join the city's diversity efforts, learn how to read a number line in Nov. 2016.

As debate has erupted in recent weeks over Mayor Bill de Blasio’s proposal to overhaul admissions to the city’s most prestigious specialized high schools, another set of New York City schools are coming under new scrutiny: those that offer gifted and talented programs.

Much like specialized high schools, most gifted and talented programs use only a single test to determine admissions, and black and Hispanic students are starkly underrepresented. The crucial difference is that New York City’s gifted programs begin sorting students when they are as young as 4 years old, paving a reliable path to the city’s most coveted middle and high schools.

Many parents and alumni have criticized the mayor’s plan, saying integration efforts should start much earlier with gifted and talented programs. Some are even calling for a new approach to determining who is gifted.

“This is common sense: How can we compare children who have every advantage to those who are born into the world with severe disadvantages?” a group of black specialized high school alumni recently wrote in an open letter to the chancellor. “The goal should be to make sure that children in every city neighborhood have the same access to the type of education that will prepare them for admission to specialized high schools.”

Many integration advocates similarly take issue with how the city identifies children for gifted and talented programs — but their proposed solution is dramatically different. Rather than an expansion of programs or overhaul of admissions standards, some say gifted programs should be eliminated in favor of classrooms that mix students with varying academic abilities.

“We have to question: What are the educational benefits of these programs? I don’t think there is one, other than to maintain a stratified system,” said Matt Gonzales, an integration advocate who is part of a citywide coalition calling for an end to gifted programs.

Schools Chancellor Richard Carranza, who has stepped headfirst into the integration debate since arriving in New York in April, seems willing to consider changes to the gifted and talented program. In a recent report, he pinpointed gifted and talented programs as one of the challenges to “advancing equity and inclusion” in the country’s largest school system — and one of the most segregated.

“We’re working to raise the bar for all kids,” Carranza said in a statement to Chalkbeat. “We also have to think about access and barriers to entry, and that includes whether we’re creating unnecessary barriers by tracking students at the age of 4 or 5 years old based on a single test.”

Changing the program in any significant way is sure to create outrage mirroring the controversy that now surrounds specialized high schools. Gifted and talented offerings are often seen as a way to keep middle-class families in public schools, and past attempts to change tests or criteria have led to an outcry.

Any reforms to gifted and talented in the name of equity are also likely to stir complicated arguments around race and class, much like the specialized high school debate has. A disproportionate number of gifted and specialized high school students are Asian, many of whom come from low-income families. Citywide, 16 percent of students are Asian, but they comprise 40 percent of those in gifted programs.

“True inclusion, and true equality, means no one is denied,” said Assemblyman Ron Kim, whose district includes heavily Asian neighborhoods in Queens such as Flushing. “I hope the mayor and the public don’t make the mistake of [confusing] the racially balancing of a few schools with racial equality.”

Getting into gifted

Gifted and talented programs in New York date back to the 1920s, and have long been controversial. Some states have laws requiring schools to provide accelerated classrooms for quick learners. New York does not, but gifted and talented programs proliferated under previous Mayor Michael Bloomberg, partly in an attempt to provide access to more students.

Until about 10 years ago, every school district within the city system ran its own gifted and talented programs, each with its own entry criteria. That changed under Bloomberg, who established a common admission standard based on an exam. Officials hoped — despite warnings from some quarters — that holding every student to the same bar would actually promote diversity.

Instead, gifted programs started to disappear in districts where not enough students qualified to fill a classroom.

Today, about 16,000 students citywide attend one of more than 100 gifted programs. While about 70 percent of New York City students are black and Hispanic, those students make up less than a third of enrollment in gifted programs. Specialized high schools are even less representative: only about 10 percent of students are black or Hispanic.

Typically, gifted offerings are housed in separate classrooms within a school, in some cases dividing an otherwise diverse student body along racial and economic lines. Other schools exclusively serve children who have been identified as gifted.

Most children enter gifted programs when they start kindergarten, and admission hinges on the results of a two-part standardized exam. That means many children take the test when they are about four years old. (There is one notable exception: A handful of programs in the city’s neediest districts don’t use the exam, and don’t admit students until third grade.)

As with the specialized high schools, an industry of tutors and test prep have evolved around this admissions process, as parents have learned how to angle for a limited number of spots for their children.

Bright Kids in Manhattan, for example, works with hundreds of families who hope to enroll their children in gifted and talented schools or tracks. Danielle Kelly, director of education for the center, said parents who come to them are often unhappy with their neighborhood school options.

At Bright Kids, practice for the gifted test usually starts the summer during which a child turns 3 years old. The center takes a play-based approach and eases into teaching very young children what to expect come test time: How to sit still, focus for a long period, and listen to directions given by a stranger.

“Kids will come in, they’ll be a little more unsure or hesitant going into our first session, but that does not mean they’re not capable,” Kelly said. “Just that little extra bit of exposure in this type of environment can make a huge difference for kids.”

The gifted and talented test consists of two parts and is meant to gauge verbal and nonverbal skills. To determine how well students follow directions, a child might be given a set of multiple cues, like “point to the square between the circle and the triangle,” Kelly said. There are “very early math skills” that are also evaluated, she added, such as understanding when a value is greater than, less than, or equal to another.

“It’s really not anything they may have seen in school before,” Kelly said, referring to pre-school.

Just as some say about  specialized high schools, many gifted critics say that segregation within these programs can be traced back to the single entrance exam. Rather than selecting for intelligence or ability, the test effectively screens for families who have the time, resources, and know-how to prepare their children and navigate the admissions system, said Allison Roda, a professor of education at Molloy College who has studied New York City’s gifted programs extensively. Only 34 percent of students in gifted programs come from low-income families, compared with 74 percent citywide.

“We’re not identifying gifted students,” Roda said. “We’re identifying advantaged students, based on their parents’ education levels, their income levels, their access to information and what they’ve been exposed to with preschools and test prep.”

In fact, some private schools have scrapped their entrance exams, saying that extensive prepping had made them meaningless. Roda’s research suggests that some parents of color are similarly skeptical about test prep. In conversations with 50 public school parents, Roda found that black and Hispanic families saw test prep as “gaming” the system. Having to prepare for the exam meant your child wasn’t really gifted, they explained.

On the other hand, white families saw such efforts as a mark of good parenting. For them, getting into gifted programs paved the way to an elite education.

“They saw it was putting their child on a path — the right path — for the better middle schools, and high schools, and colleges,” Roda said.

The gifted pipeline 

Specialized high school alumni recognize this pipeline of feeder schools and have latched onto it to fight against de Blasio’s plan. Advocates such as members of the Stuyvesant High School Black Alumni Diversity Initiative, a group of specialized high school graduates pushing for more student diversity, say that integration efforts should start as early as possible. That means taking a critical look at selective “screened” programs such as gifted and talented, they argue, which are in short supply in some of the city’s neediest neighborhoods.

“We believe that academic talent exists in every community in the city, and we want to see the [Department of Education] take responsibility for identifying and nurturing it,” members wrote in a recent open letter to the new chancellor.

Gifted programs feed into specialized schools in a few ways. Technically the city doesn’t have gifted programs in middle schools. But some elementary schools that serve exclusively gifted children run through the eighth grade — or even high school. This creates a de facto gifted middle school, since once enrolled, families can then choose to remain (and many do). Other middle schools enjoy a reputation for being akin to gifted and talented offerings because they have strict entrance criteria, sometimes requiring a top score on their own tests.

These middle schools, in turn, feed an outsized share of their students into the specialized high schools.

At the Anderson School in Manhattan, all but one eighth-grade student took the specialized high school entrance exam this year, and 76 percent of these test-takers were offered admission. At the 30th Avenue School in northwest Queens, more than 63 percent of eighth-graders received an acceptance offer. Both schools have Gifted and Talented programs in the lower grades that are among the most selective. Students from across the city can apply, but since demand is so high, typically only those who score in the top 1 percent on the standard gifted exam are admitted.

Knowing this, alumni groups representing the specialized high schools and some elected officials say the best way to integrate the city’s selective high schools is to focus on enrolling more black and Hispanic students in gifted and talented programs at an earlier stage.

“That’s where we begin the segregation, because we’re not giving those academically talented kids the opportunity to grow,” said Samuel Adewumi, an alum of Brooklyn Technical, a specialized high school where he now teaches. He also runs a test prep company that helps students of color get into the city’s specialized high schools.  

Along with a dramatic expansion, Adewumi and other alumni say the city needs to overhaul admissions. They say the city should consider going back to an approach that resembles the old model, where bright kids in every community are offered an advanced course of study — without having to compete against a citywide norm.

“Kids who are in accelerated programs will ultimately do better than kids who are not in accelerated programs,” Adewumi said.

The city has taken some steps in that direction, opening new gifted programs in districts that had gone years without. Those programs start in third grade, and admission is based on a combination of teacher recommendations and report card grades. In those classes, 85 percent of next year’s students will be black or Hispanic, according to the education department.

Other efforts, however, have focused on expanding access to the gifted and talented test. In some of the city’s poorest districts, which also enroll the most black and Hispanic students, the number of children taking the exam is miniscule.

In District 32, for example, only 75 students took the gifted test this year, even though 700 kindergarteners were enrolled there last year. From this tiny subset of students, only seven scored high enough to earn a spot in a gifted and talented program. The district spans Bushwick and the tip of Bedford-Stuyvesant and is about 95 percent black and Hispanic.

Many elected officials, including the City Council’s Black, Latino and Asian Caucus, and borough presidents Eric Adams and Ruben Diaz, have called on the education department to administer the gifted test to all pre-K students. It’s an expensive tactic, but it has shown promise elsewhere: When schools in Broward County, Florida, offered universal testing, the share of black and Hispanic students identified as gifted tripled.

An alternative: scrapping gifted

Faced with such dismal numbers year after year, some integration advocates have called on the city to end gifted and talented programs entirely. They point to research that shows mixing students by academic ability generally benefits all involved (though some studies on that issue are mixed.)

What is more clear in the research: Racial and economic integration can boost critical thinking, help raise more tolerant students, and produce academic gains for students most likely to be harmed by segregation.

Armed with such findings, some integration advocates have called on the city to explicitly focus on mixing students with different academic abilities, and not just based on race or income status. That was the kind of thinking that contributed to a recent integration plan for middle schools in District 3, which spans the Upper West Side and part of Harlem. Starting next year, the district’s schools will seek to enroll a mix of students based, in part, on their report card grades and student test scores. And in District 15, which includes Park Slope and Sunset Park in Brooklyn, community members have recommended eliminating selective screening entirely from the middle school admissions process.

Some say it’s time to take a similar approach to gifted programs.

“It always goes back to: We’re separating kids,” Roda said. “Is that what we want to do, especially when our schools are segregated?”

Clarification: This story has been edited to clarify that the Stuyvesant High School Black Alumni Diversity Initiative has not lobbied to keep the specialized high school exam in place.