Early this week, in her Washington Post column, Valerie Strauss published an important reflection on Why It Matters Who Governs America’s Public Schools by Diane Ravitch and Carol Burris of the Network for Public Education. Burris and Ravitch are responding to a major report from the Learning Policy Institute’s Peter Cookson, Linda Darling-Hammond, Robert Rothman, and Patrick Shields, a report which endorses the idea of “portfolio school reform.”
The Learning Policy Institute’s report, The Tapestry of American Public Education, promotes a lovely metaphor, a tapestry of school options woven together—open enrollment, magnet schools, charter schools, and specialty schools based on distinct educational models. The Learning Policy Institute declares: “The goal and challenge of school choice is to create a system in which all children choose and are chosen by a good school that serves them well and is easily accessible. The central lesson from decades of experience and research is that choice alone does not accomplish this goal. Simply creating new options does not lead automatically to greater access, quality or equity.” Here is how the Learning Policy Institute proposes that such fair and equal choice might be accomplished: “Focus on educational opportunities for children, not governance structures. Too often, questions related to the number of charters a district should have address school governance preferences, rather than the needs of children… Work to ensure equity and access for all. Expanding choice can increase opportunities, or it can complicate or restrict access to convenient and appropriate opportunities, most often for the neediest students… Create transparency at every stage about outcomes, opportunities, and resources to inform decision making for families, communities, and policymakers… Build a system of schools that meets all students’ needs.”
The Learning Policy Institute’s recommendations sound familiar. They are the same arguments made by the Center on Reinventing Public Education as it describes its theory of “portfolio school reform.” Portfolio school reform imagines an amicable, collaborative mix of many different schools: “A great school for every child in every neighborhood. The portfolio strategy is a problem-solving framework through which education and civic leaders develop a citywide system of high-quality, diverse, autonomous public schools. It moves past the one-size-fits-all approach to education. Portfolio systems place educators directly in charge of their schools, empower parents to choose the right schools for their children, and focus school system leaders—such as school authorizers or those in a district central office—on overseeing school success.”
Under portfolio school reform, a school district manages traditional neighborhood schools and charter schools like a stock portfolio—opening new schools all the time and closing so-called “failing” schools. CRPE says that portfolio school reform operates as a cycle: “give families choice; give schools autonomy; assess school performance; schools improve or get intervention; and expand or replace schools.”
This rhetoric is all very nice. But the realities on the ground in the portfolio school districts I know fail to embody equity and justice. I believe it is a pipe dream to promise a great school choice for every child in every neighborhood. For one thing, there are the political and economic realities, beginning with the operation of power politics which is always part of the mayoral governance that is at the heart of this theory. There is also the unequal access parents have to information, and the unequal political, economic, and social position of parents. And finally there is the devastating impact of the ongoing expansion of school choice on the traditional public schools in the school districts where charters are proliferating. CRPE calls its governance theory “portfolio school reform.” Many critics instead describe parasitic school reform.
Fortunately Burris and Ravitch promptly offered their critique of the new Learning Policy Institute report: “What concerns us… (is) the report’s insistence that school governance doesn’t matter. The authors deny the negative impact that charter schools have on the viability of neighborhood public schools, the very schools they acknowledge the vast majority want. We know from experience that charter schools and vouchers drain finances and the students they want from the district public schools, causing budget cuts, teacher layoffs and larger class sizes in the schools that enroll the most children. Yet the report suggests that charter school caps should be removed, which is likely to further destabilize public schools… From the first recommendation of the report: ‘Debates that focus on questions such as how many charters a district should have are focused on adults and their preferences for school governance, rather than on the needs of children.’ This claim is wrong. School governance directly affects the rights and well-being of students… Public governance of our schools matters for the health of our democracy. The public school was designed to serve and promote the common good; it is paid for by the public, and it belongs to the public, not entrepreneurs.”
Burris and Ravitch explain that research confirms the fiscal damage caused by charter school expansion. Here is some of that research: In a November 2016 report for the Economic Policy Institute, Exploring the Consequences of Charter School Expansion in U.S. Cities, the Rutgers University school finance professor Bruce Baker outlines the catastrophic consequences of state laws permitting rapid and unregulated expansion of charter schools: “One might characterize this as a parasitic… model—one in which the condition of the host is of little concern to any single charter operator. Such a model emerges because under most state charter laws, locally elected officials—boards of education—have limited control over charter school expansion within their boundaries, or over the resources that must be dedicated to charter schools….” “If we consider a specific geographic space, like a major urban center, operating under the reality of finite available resources (local, state, and federal revenues), the goal is to provide the best possible system for all children citywide… Chartering, school choice, or market competition are not policy objectives in-and-of-themselves. They are merely policy alternatives—courses of policy action—toward achieving these broader goals and must be evaluated in this light. To the extent that charter expansion or any policy alternative increases inequity, introduces inefficiencies and redundancies, compromises financial stability, or introduces other objectionable distortions to the system, those costs must be weighed against expected benefits.”
Confirming Baker’s conclusions, in a May 2018, report for In the Public Interest, Breaking Point: The Cost of Charter Schools for Public School Districts, political economist Gordon Lafer explains how, in California, charter school expansion has been undermining the fiscal capacity of several local school districts: “To the casual observer, it may not be obvious why charter schools should create any net costs at all for their home districts. To grasp why they do, it is necessary to understand the structural differences between the challenge of operating a single school—or even a local chain of schools—and that of a district-wide system operating tens or hundreds of schools and charged with the legal responsibility to serve all students in the community. When a new charter school opens, it typically fills its classrooms by drawing students away from existing schools in the district. By California state law, school funding is based on student attendance; when a student moves from a traditional public school to a charter school, her pro-rated share of school funding follows her to the new school. Thus, the expansion of charter schools necessarily entails lost funding for traditional public schools and school districts. If schools and district offices could simply reduce their own expenses in proportion to the lost revenue, there would be no fiscal shortfall. Unfortunately this is not the case… If, for instance, a given school loses five percent of its student body—and that loss is spread across multiple grade levels, the school may be unable to lay off even a single teacher… Plus, the costs of maintaining school buildings cannot be reduced…. Unless the enrollment falloff is so steep as to force school closures, the expense of heating and cooling schools, running cafeterias, maintaining digital and wireless technologies, and paving parking lots—all of this is unchanged by modest declines in enrollment. In addition, both individual schools and school districts bear significant administrative responsibilities that cannot be cut in response to falling enrollment. These include planning bus routes and operating transportation systems; developing and auditing budgets; managing teacher training and employee benefits; applying for grants and certifying compliance with federal and state regulations; and the everyday work of principals, librarians and guidance counselors.”
Lafer continues: “Indeed it is the district’s obligation to serve all children that makes it difficult to close schools in line with failing enrollment… School districts—unlike charter schools—are charged with enabling children to attend nearby neighborhood schools; this too is an obstacle to school closures. Finally because districts cannot turn students away, they must maintain a large enough school system to accommodate both long-term population growth and sudden influxes of unexpected students—as has happened when charter schools suddenly close down.” “If a school district anywhere in the country—in the absence of charter schools—announced that it wanted to create a second system-within-a-system, with a new set of schools whose number, size, specialization, budget, and geographic locations would not be coordinated with the existing school system, we would regard this as the poster child of government inefficiency and a waste of tax dollars. But this is indeed how the charter school system functions.”
We now also more fully understand that the damage of portfolio school reform reaches deeper into communities and neighborhoods than just the fiscal distress for public school districts. After 14 years, researchers have been able to investigate the meaning of portfolio school reform in Chicago, where Arne Duncan launched Renaissance 2010 portfolio school reform in 2004. At the end of the school year in May, 2013, fifty traditional neighborhood public schools were shed from the school district’s portfolio of schools—shut down because the District said they were “underutilized” after families experimented with school choice in an ever-growing number of charter schools. The University of Chicago Consortium on School Research describes the devastation to neighborhoods and the community mourning that followed the school closures—80 percent in the poorest African American neighborhoods on Chicago’s South and West Sides. In her stunning new book, Ghosts in the Schoolyard, Eve Ewing explores the personal responses of children, teachers, and parents to the closure of their schools.
Bruce Baker reflects more theoretically in a brand new book, Educational Inequality and School Finance, on our foolishness when we conflate of the expansion of school choice with educational justice: “Liberty and equality are desirable policy outcomes. Thus, it would be convenient if policies simultaneously advanced both. But it’s never that simple. A large body of literature on political theory explains that liberty and equality are preferences that most often operate in tension with one another. While not mutually exclusive, they are certainly not one and the same. Preferences for and expansion of liberties often lead to greater inequality and division among members of society, whereas preferences for equality moderate those divisions. The only way expanded liberty can lead to greater equality is if available choices are substantively equal, conforming to a common set of societal standards. But if available choices are substantively equal, then why choose one over another. Systems of choice and competition rely on differentiation, inequality, and both winners and losers.” (p. 28)
Baker continues, confronting the argument implicit in school choice, that any school exists to satisfy the desires and the needs of the particular families and children doing the choosing: “The tax dollars collected belong to (are governed or controlled by) the democratically governed community (local, state, federal) that established the policies for collecting those tax dollars, which are to be distributed according to the demands—preferred goods and services—of that community within the constraints of the law. Public spending does not matter only to those using it here and now. Those dollars don’t just belong to parents of children presently attending the schools, and the assets acquired with public funding, often with long-term debt… do not belong exclusively to those parents.” (p. 30)
Public schools promise access for all children to a stable network of schools—across poor neighborhoods just as public schools are are maintained as a stable network in wealthy communities. Jitu Brown, the Chicago community organizer who now leads the national Journey4Justice Alliance, describes how school choice has undermined this promise in the poorest neighborhoods of our cities: “There is no such thing as ‘school choice’ in Black and Brown communities in this country. We want the choice of a world class neighborhood school within safe walking distance of our homes. We want an end to school closings, turnarounds, phase-outs, and charter expansion.”
The public schools are our mutual responsibility through public governance—paid for and operated by government on behalf of he public. We have a lot of work to do to realize this promise for all children. Bruce Baker describes our responsibility: “More than anything else, our system of public schooling requires renewed emphasis on equitable, adequate, and economically sustainable public financing at a level that will provide all children equal opportunity to achieve the outcomes we, as a society, desire for them.” (p. 31)