Guest columnist
Charting a course toward school flexibility, accountability

By Matt Rosenberg
Special to The Times

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Instead of creating public charter schools in Washington, critics argue, just give today's public schools the freedom and flexibility that make charters so attractive to supporters.

If only.

Here's an illustration of why charters are vital as a change agent.

Steve Mancini, of the Knowledge Is Power Program (KIPP), a highly regarded national nonprofit charter operator, testified in Olympia last Wednesday at a House Education Committee hearing on HB 2295, which would allow 30 Washington charter schools over six years.

Mancini explained that KIPP, joining with local school boards or other sponsors, has opened 32 new middle schools in 13 states and the District of Columbia, serving more than 4,000 students. They're 95 percent African American or Latino; more than 80 percent of the students are eligible for federally subsidized school-meal programs.

Typically, KIPP charter school days are 9-1/2 hours, with two half-Saturdays a month, and three weeks in summer. KIPP stresses discipline, motivation and achievement. Kids from the most trying circumstances perform at high levels, and go on to good high schools and colleges. It's the beginning of the American Dream for them, made real.

So what's the reaction of charter critics? Laurie Wheeler of the Washington Natural Learning Association (WNLA), a home-schooling advocacy group, joined skittish Seattle public-school backers in Olympia, blasting the bill after Mancini testified.

"I don't see how anyone, with any background in child development," could expect kids to go to school 10 hours a day, Wheeler said. A statement on the WNLA Web site adds, "Educational choice is (already) available through private schools, alternative learning programs and home-based instruction."

Charter supporter W. David Shaw, former Pasco School District No. 1 superintendent and current chairman of the Washington State Academic Achievement and Accountability Commission, noted later that Wheeler's views on school-day length "run counter to demonstrated experience" at charter schools he has visited outside Washington.

Mancini says KIPP teachers report their students love longer hours because the late afternoon alternative is Nintendo, "Fresh Prince" reruns, or worse.

Emphasizing more options, the Association of Washington Principals has finally come out in support of charters.

If Washington public schools innovated like charters, more districts would negotiate with unions for longer hours and more school days. To afford it, they'd be dramatically cutting central office staffing and salaries, bogus consulting contracts and travel. They'd be tightening the focus of the curriculum, too.

Of course, with charter schools, that type of flexibility is defined as mission-critical, upfront.

Charters can inspire change, but moving forward isn't easy. Last Thursday, the House bill stalled in committee, going down 7-4. With tweaking, a revote on the measure could come soon.

One amendment that could turn the trick has to do with collective bargaining at public schools that are converted into charters only after several years of poor achievement. (Overall, most charters would be new, not "conversion" schools).

Under current language, classified employees (such as bus drivers, custodians and cooks) at conversion charters would have to automatically join the union representing their many cohorts in the local public school district. That means less flexibility for conversion-charter managers in contract negotiations.

A proposed amendment by Rep. Gigi Talcott, R-Gig Harbor, would impose the same conditions on classified employees as for teachers at conversion charters, and for all employees at new charters. Namely, for the first five years they can form their own smaller collective bargaining units at the school, and then join the larger local if they choose.

That's perfectly reasonable, and would help conversion-charter managers bail out a sinking ship.

At the hearing, former Democratic Rep. Dawn Mason of Seattle strongly answered charter critics who ask, "What about kids left behind?" Mason replied, "If the schools were working so well, they would learn. There's something good happening in charter schools."

Local nonprofits want in on the new culture of flexibility and accountability, as charter operators. And some Washington public-school educators have applied for KIPP's rigorous one-year leadership training program so they can become qualified to run charter schools.

But if they are accepted and complete the program, will there be any public charter schools forming in Washington? The answer will say a lot about our state.

Matt Rosenberg is a Seattle writer and regular contributor to The Times' editorial pages. E-mail him at oudist@nwlink.com

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