The author of a new study on charter schools, civil rights and suspensions says it’s time for charters to abandon the *broken windows* approach to discipline…
EduShyster: Your new study on charter schools, civil rights and discipline hones right in on what seems like, um, kind of a big contradiction. That the self-proclaimed civil rights issue of our time so often seems to lead to a type of schooling that ends up violating students’ civil rights. Am I right?
Dan Losen: The main thrust of the report is this concern that you’re raising. That not only are there some really high-suspending charter schools, but that you have advocates for these kinds of schools resisting what is a really important discipline reform movement across the nation. Also, we have to be looking at school suspension rates when we’re considering performance. We can’t be making excuses or giving a pass to charter schools when we know there’s a consensus that we shouldn’t be suspending kids at really high rates, because it’s really harmful. What we see when we look at the data is that there are some really high-suspending charter schools that are embracing zero tolerance which they should be rejecting. Continue reading →
Today’s topic is civil rights. As in those things that you are not supposed to violate. Unless, of course, you are part of an effort to crush the achievement gap—otherwise known as the civil rights issue of our time—in which case you may apparently violate civil rights with impunity.
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Charter schools in Massachusetts are number one—at suspending students.
As regular readers can attest, EduShyster has been driven nearly INSANE (not to mention deep into the bottom of the occasional box of wine) by the vagaries of charter school math. That’s why it was such a relief to encounter some detective work by an enterprising local edu-blogger that found that charter school numbers really do add up—to quite a lot, it turns out.
First, a little context for your edu-fication. You see, charter schools are public schools, (unless their teachers want to join a union in which case they suddenly become private.) And because they are public the state collects reams of data about their students, their incredible shrinking classrooms and their 100% graduation rates. Tragically, reporters and state edu-crats are banned from viewing this information which means that the data often feel very lonely. And that, dear reader, is why it is so important that we have edu-bloggers. Continue reading →