Argumentative Essay On Charter Schools

“ Charter schools are held ideologically as a vehicle for resurrecting, at once, public education and the economic dominance of American business” ( Fabricant and Fine, 12). Charter schools were and are placed as innovative institutions responding to the apparent failing traditional school system. The charter school I observed did not seem to be practicing innovative ways of instruction, nor did it seem to be academically different than a public traditional school in Chicago. Although, researching their website, the partnerships this charter school system has are propelling and financially rewarding American businesses. It also provides the “image” of giving parents an additional “different” choice, specific to serving the Latino community.

I will further discuss the emergence of this charter school, the selectivity of what data it shows on “academic achievement” and conclusion that this charter school does not necessarily practice all the promises it advocates.
Background and Demographics
It has been noted that certain geographic neighborhoods are exposed to less academic opportunities.

Social resources became significantly different among different geographic areas. After the gentrification movement, the south side of Chicago became home to a large portion of its’ minority population. The southwest in particular became vastly composed of Hispanics. This racial separation is still evident today and it affects social institutions including the school system. As Jargowsky stated, “segregation with schools is further magnified through selection into private schools, magnet schools, and charter schools with themes that appeal to various racial and ethic groups” (Jargowsky, 97). Most schools have “explicit geographic attendance zones” and homogenous neighborhoods, resulting in most schools being racially homogenous. Economic revenue is also geographically separated, influencing a school’s financial resources or the lack

of.
As a response to this, “Charter School System A” was created, (the school system the school and classroom I observed belongs to). According to their school site, this school system began as “ a grassroots effort between community groups, block clubs and churches to fulfill the developmental needs of the Hispanic immigrant community in Chicago”. This statement perfectly correlates with Jargowsky’s previous statement. As I walked through the hallways, and the school director showed me the morning math tutoring before class time, it was clear the demographic population in this surrounding neighborhood and the populous it intended to serve is represented. Almost every student appeared to be of Hispanic decent, with few seemingly racially different. Charter School System A’s website, stated the demographics within this system as; 97% attendance, 94% Hispanic (vs. 45% of Chicagos’ public school district), 26% English Language Learners (vs. 16% of CPS), and 96% eligible for free or reduced lunch (vs. 85% of CPS). I noticed posters of the school system’s mission statement and purpose placed throughout the hallways and in each classroom. One of the posters states:
“Charter School System A seeks to redefine the culture and expectations of public education, especially in urban environments among minority students. Too often, inner-city schools are satisfied attaining the low standards that many administrators and society have set for them. To change this scenario, Charter School System A maintains structured and challenging environments on clearly outlined goals and standards…academic success is not a hope, but an expectation”.

Social Justice and Services

“The early charters were often borne of commitments to social justice, trying to provide to marginalized youth what more privileged youth were getting in private schools—small schools, small classes, community ownership, dedicated faculty, and a multicultural and social justice curriculum” ( Fabricant and Fine, 19). The similarity between this and the promise this charter states are evident. Yet, through my observations this was not always met. The demographics they intend to serve, “marginalized youth”, were apparent. The services they advocate to promote were not presented. Their website boasts, providing a “civics education” where they explore “American history through the context of the immigrant experience” so “students begin to evaluate their place in modern day American society…civics curriculum offer the opportunity to become model citizens and informed participant in the county’s political processes” as well as engaging students in “multiple civic activities…participating in community service projects…to build an astute sense of social awareness”. None of these practices were observed, talked about nor presented, during the two classrooms I observed. Teachers did not seem to practice these motifs in their classroom. Stating these concepts does attract partnerships and/or parental interests.

Partnerships

“The confluence of market dynamics, such as public-school choice and competition with business leader support, had created a space for public education” ( 28).

Business leader support is notably documented, and accessible through this system’s website. The partnerships and “awarded contracts” are extensively presented on their website. The contracts include a $433,530.92 compensation to “Zones, Inc.” to “provide its Chromebook Solution” as an equipment purchase; a $80,695.00 compensation to “Quantum Crossings, LLC” for “electrical upgrades” for a term of “approximately 4 months starting March 10, 2015; a $589,900.00 compensation to “ Insight Education Group, LLC” for “ K-12 Curriculum and Assessment Consulting Services” as of June 18, 2014- June 30, 2015). Not surprisingly, as was stated by Tom Toch, “ the bulk of the philanthropic funding comes from five foundations, Broad, Dell, Fisher, Gates, and Walton”, under the “community partners” section in the Charter System’s website, “Michael and Susan Dell Foundation” and “Walton Family Foundation” were listed among the extensive foundations list. This Charter System also receives ample Government Sponsors, including Chicago Department of Housing, Chicago Public Schools, and Illinois Department of Commerce and Economic Opportunity. This brings into question to whom are their statements really aiming to please. Why is “Insight Education Group, LLC” allowed to dictate the K-12 curriculum and assessment when the institution clearly

stated that their curriculum is catered to provide “civic engagement”? Does this company correlate with this mission? All these private and public companies are allowed to manipulate the school as they please with all the financial money they are awarded.

Academic Achievement

“There is surprisingly little known about students’ rates of persistence, graduation, dropout, or pushout from charter schools. What is known is largely anecdotal. Charter organizations do not make it easy to access their data. Anecdotes, however, abound…. This is a self-cleansing system” ( Fabricant and Fine, 46). This was especially true with this system. As no data on their academic scores is provided in their website. I was unable to access any standardized testing scores, racial data, or other signs of academic achievement. What was accessible were indeed, “anecdotes”. Under their “ Meet our Students” tab, an outdated article is present. It highlights two of their graduating students who received the “prestigious Posse Scholarship Award” and will “attend four-year colleges”. It is not to demote this honor, but this definitely correlates with what Fabricant and Fine state, this Charter system is “a self-cleansing system” by having documented anecdotes of success readily available. Yet, none of their actual academic data of any of their student population is present. This is troubling. It is also worrisome since, “over the past few years, a number of national and city-specific studied demonstrate that on the basis of standardized testing results, charter performance is, in the aggregate, no better than that of public schools and often is worse” ( Fabricant and Fine, 37). No public consumers of this school system are aware of how this school system academically performs. This school could be performing at or lower than public schools, but it is not even accessible. What I find troubling is that data on community partners, contracts and business influence is readily and publically available, while student academic achievement, which is one of the ultimate goals of schooling, and what charter schools were initially meant to respond to, is not available.
Overall, this Charter School system does correlate with Fabricant and Fine’s assessment and findings of Charter Schools and the Corporate Makeover of Public Education, sadly.