This week the Kentucky House of Representatives passed /files/2/0/0/6/0/216301-206002/Kentucky_House_Bill_160.doc”>House Bill 160 would limit credit hour requirements for all bachelor of arts and bachelor of science degree programs to 120 hours; and limit all associate of arts and associate of science degrees to 60 credit hours. The bill would, however, allow the Council on Postsecondary Education to approve exceptions to the requirement for “specialized programs that comply with specific program standards established by external accreditation bodies or for other reasons deemed necessary by the council. The stated intention of the measures is to increase the four-year graduation rate of students in public universities.
After much talk about the possibility of “Race to the Top” influencing Kentucky to adopt charter school legislation, the Senate Education Committee today voted down an amendment that would have given life to the charter schools in the Commonwealth. The proposed measure would have only allowed for the conversion of chronically low-performing schools into charter schools. Critics of the proposed amendment argued that a last-minute change in the state’s Race to the Top application allowing for charter schools would have derailed the nearly unanimous support of the state’s school districts. In reality, however, unanimous support was not what lawmakers were afraid of losing. They were afraid of losing the support of the largest and arguably most influential district in Kentucky, Jefferson County Public Schools (Louisiville). Kentucky’s Education Commissioner said that the loss of district support of the application as a result of including charters could be more costly to the state’s application than not including the charter schools provision.
So here is my issue: If charter school policies are written at the state level, meaning individual states decide what charter schools are, who can authorize them, how they will be authorized, how they will be held accountable, who they will be held accountable to, and how they will be funded; what is it about the general charter school concept that Kentuckians are so adamantly opposed to? It is completely natural that state teachers unions would oppose a charter school policy that does not require charter school teachers to be state certified. I get that. But who says that a charter school policy has to include that kind of provision. Any survey of state charter school policies shows clearly that a charter school is whatever a state wants it to be. And to be honest, charter schools in many states don’t operate significantly different than traditional public schools in Kentucky with school-based decision making councils. If someone is fundamentally opposed to school decentralization, and holds that many school decisions should in fact be made at levels higher than the school building administration, then yes, it is understandable that that persons would be opposed to the charter school concept. But that person would also be opposed to school-based decision making in any form.
Whether or not Kentucky ever adopts charter school legislation is not important to me. But what is important to me is that Kentuckians discuss and even debate the real issues; not misperceptions of issues. The education of children in Kentucky is too important to shut out possibilities because we don’t want to take the time to truly understand new ideas and have substantive, not political, discussions about them. I make this argument about charter schools and any other education policy issue that comes around. I say to my students all the time, you can take any position you want, but be able to substantiate it. Charter schools may not be right for Kentucky, but we need to do the work of coming to that conclusion.The decisions that we make about our children’s education must be based on reason; not feelings, not politics, and not what friends in other states say. Let’s do things right Kentucky. We owe it to our kids.
School districts across North Carolina are on the verge of eliminating busing policies aimed at achieving racial and socioeconomic diversity in schools. Without those policies in place, those districts would become systems of primarily neighborhood schools which will undoubtedly be as socioeconomically and racially segregated as the neighborhoods where they stand. North Carolina Governor Beverly Perdue has said of recent initiatives across the state to move toward neighborhood schools, “It’s the most troubling thing I think that’s happened.” Governor Perdue has been vocal about her position on increasing and maintaining diversity in North Carolina’s public schools, saying “Whether it’s racially done or economically done, there has to be some kind of momentum to continue to have diversity in our schools.”