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8/9/2019 CT Charter Schools - A Closer Look May 2010
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8/9/2019 CT Charter Schools - A Closer Look May 2010
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Marilyn [email protected]
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Better Performing Charter SchoolsMaking Adequate Yearly Progress or Safe Harbor
in 2 of last 3 years2007-08 2006-07 2005-06
Amistad Academy
Common Ground High School
Elm City College Preparatory SchoolHighville Charter School
Integrated Day Charter School
Jumoke Academy
New Beginnings Family Academy
Odyssey Community School
Note: These 8 better performing charter schools represent 57% of the 14 Connecticut charter schools evaluated under No Child Left Behind.
Source: Connecticut State Department of Education website, www.sde.ct.gov
http://www.sde.ct.gov/http://www.sde.ct.gov/8/9/2019 CT Charter Schools - A Closer Look May 2010
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Urban School Districts Have aDiverse Student Population
More Than Poor StudentsKey urban student demographics include:
Low-income students Low-income students who are not fluent in English Low-income students receiving special
education services Two recent studies have found that charter schools are more segregated than public schools.
Miron, G., Urschel, J. L., Mathis, W, J., & Tornquist, E. (2010). Schools without Diversity: Education Management Organizations, Charter Schools and the Demographic Stratification of the American School System . Boulder and Tempe: Education and the Public Interest Center& Education Policy Research Unit, http://epicpolicy.org/publication/schools-without-diversity
Frankenberg, E., Siegel-Hawley, G., Wang, J. (2010). Choice without Equity: Charter School Segregation and the Need for Civil RightsStandards . Los Angeles, CA: The Civil Rights Project/Proyecto Derechos Civiles at UCLA,http://www.civilrightsproject.ucla.edu/news/pressreleases/pressrelease20100204-report.html
http://epicpolicy.org/publication/schools-without-diversityhttp://www.civilrightsproject.ucla.edu/news/pressreleases/pressrelease20100204-report.htmlhttp://www.civilrightsproject.ucla.edu/news/pressreleases/pressrelease20100204-report.htmlhttp://www.civilrightsproject.ucla.edu/news/pressreleases/pressrelease20100204-report.htmlhttp://www.civilrightsproject.ucla.edu/news/pressreleases/pressrelease20100204-report.htmlhttp://epicpolicy.org/publication/schools-without-diversityhttp://epicpolicy.org/publication/schools-without-diversityhttp://epicpolicy.org/publication/schools-without-diversityhttp://epicpolicy.org/publication/schools-without-diversityhttp://epicpolicy.org/publication/schools-without-diversityhttp://epicpolicy.org/publication/schools-without-diversity8/9/2019 CT Charter Schools - A Closer Look May 2010
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SchoolDistrict
PoorStudents*
Students FromNon-English
Speaking Homes
StudentsNot Fluentin English
StudentsReceiving Special
Ed Services
Bridgeport 95%+ 40% 14% 12%
Danbury 33% 38% 19% 11%
Hartford 95%+ 45% 17% 13%
Meriden 56% 30% 11% 14%
New Britain 63% 44% 17% 14%
New Haven 71% 29% 13% 9%
Waterbury 72% 14% 12% 15%
A Look at Diversityin Connecticuts Urban School Districts
2007-08
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov* Students eligible for free or reduced price school meals.
http://www.sde.ct.gov/http://www.sde.ct.gov/8/9/2019 CT Charter Schools - A Closer Look May 2010
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How do the student groups in urban public schools
perform on state tests?
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2009 CMT Test Scores for 3 Student Groups4 th Grade Math and Reading
Percent of students attaining Proficiency Level or above
0%10%20%30%40%
50%60%70%80%90%
100%
Math
0%10%20%30%40%
50%60%70%80%90%
100%
Reading
Numbers rounded to nearest percent.
* Poor students are those eligible for free/reduced price school meals. ELL students are English Language LearnersSource: Connecticut CMT and CAPT Online Reports, Public Summary Performance Reports, www.ctreports.com
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2009 CMT Test Scores for 3 Student Groups8 th Grade Math and Reading
Percent of students attaining Proficiency Level or above
0%10%20%30%40%
50%60%70%80%90%
100%
Math
0%10%20%30%40%
50%60%70%80%90%
100%
Reading
Numbers rounded to nearest percent.
* Poor students are those eligible for free/reduced price school meals. ELL students are English Language LearnersSource: Connecticut CMT and CAPT Online Reports, Public Summary Performance Reports, www.ctreports.com
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Better Performing
Charter SchoolsLeaving Too Many Students Behind
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Better Performing Charter Schools and Host Urban School
Districts
Unequal Student Demographics = Unequal Academic Performance
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School
District
Poor
Students*
Students From Non-English Speaking
Homes
Students NotFluent in English
StudentsReceiving Special
Ed Services
Bridgeport PublicSchool District
95%+ 40% 14% 12%
New BeginningsFamily Academy
54% 0% 0% 3%
Comparison of Urban Student Groups
Bridgeport Public School District and aBetter Performing Bridgeport Charter School
2007-08
Based on a more selective student population, it is no surprise that the charter school has better test scores.
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov* Students eligible for free or reduced price school
http://www.sde.ct.gov/http://www.sde.ct.gov/8/9/2019 CT Charter Schools - A Closer Look May 2010
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School
District
Poor
Students*
Students From Non-English Speaking
Homes
Students NotFluent in English
StudentsReceiving Special
Ed Services
Hartford PublicSchool District
95%+ 45% 17% 13%
JumokeAcademy
95%+ 0% 0% 4%
Comparison of Urban Student Groups
Hartford Public School District and aBetter Performing Hartford Charter School
2007-08
Based on a more selective student population, it is no surprise that the charter school has better test scores.
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov* Students eligible for free or reduced price school
http://www.sde.ct.gov/http://www.sde.ct.gov/8/9/2019 CT Charter Schools - A Closer Look May 2010
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SchoolDistrict
PoorStudents*
Students From Non-English Speaking
Homes
Students NotFluent in English
StudentsReceiving Special
Ed Services
ManchesterPublic School
District36% 4% 4% 14%
OdysseyCommunity
School
21% 0% 0% 10%
Comparison of Urban Student Groups
Manchester Public School District and aBetter Performing Manchester Charter School
2007-08
Based on a more selective student population, it is no surprise that the charter school has better test scores.
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov
* Students eligible for free or reduced price school
http://www.sde.ct.gov/http://www.sde.ct.gov/8/9/2019 CT Charter Schools - A Closer Look May 2010
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Comparison of Urban Student GroupsN ew Haven Public School District and
Better Performing New Haven Charter Schools
2007-08
SchoolDistrict
PoorStudents*
Students FromNon-English
Speaking Homes
Students NotFluent in English
Students ReceivingSpecial Ed
Services
New HavenSchool District 71% 29% 13% 9%
AmistadAcademy 57% 0% 0% 3%
Elm CityCollege Prep 73% 0% 0% 5%
Based on a more selective student population, it is no surprise that the charter schools have better test scores.
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov
* Students eligible for free or reduced price school meals.
http://www.sde.ct.gov/http://www.sde.ct.gov/8/9/2019 CT Charter Schools - A Closer Look May 2010
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Comparison of Urban Student GroupsN ew Haven Public School District and
Better Performing New Haven Charter Schools
2007-08
SchoolDistrict
PoorStudents*
Students From Non-English Speaking
Homes
Students NotFluent in English
Students ReceivingSpecial Ed
Services
New HavenSchool District 71% 29% 13% 9%
Common GroundHigh School
65% 5% 0% 21%
Highville
Charter School(New Haven and Hamden)
48% 0% 0% 1%
Based on a more selective student population, it is no surprise that the charter schools have better test scores.
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov* Students eligible for free or reduced price school meals.
http://www.sde.ct.gov/http://www.sde.ct.gov/8/9/2019 CT Charter Schools - A Closer Look May 2010
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SchoolDistrict
PoorStudents*
Students From Non-English Speaking
Homes
Students NotFluent in English
StudentsReceiving Special
Ed Services
Norwich PublicSchool District 55% 20% 10% 14%
Integrated DayCharter
School
22% 6% 2% 9%
Comparison of Urban Student Groups
Norwich Public School District and aBetter Performing Norwich Charter School
2007-08
Based on a more selective student population, it is no surprise that the charter school has better test scores.
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov
* Students eligible for free or reduced price school
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Charter Schools Leave Too
Many Students Behind Students from Homes in
Which English is Not Spoken... English Language Learners Students Receiving Special
Education Services
A Different Type of Racial and Ethnic Isolation
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English Language Learners
Protected Under Federal Education Law
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The United States Department of EducationOffice for Civil Rights has responsibility forenforcing Title VI of the Civil Rights Act of 1964.
Title VI prohibits discrimination on the basis of race, coloror national origin in programs and activities that receivefederal financial assistance.
Title VI has been interpreted by U. S. Federal Courts toprohibit denial of equal access to education because of astudents limited proficiency in English.
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Students in Special Education
Programs
Protected Under Federal Education Law
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The United States Department of Education Officefor Civil Rights has responsibility for enforcing
Section 504 of the Rehabilitation Act of 1973 andTitle II of the American with Disabilities Act of 1990 and 2008.
The Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities thatreceive Federal financial assistance from the U.S.Department of Education.
The Americans with Disabilities Act extends the prohibitionagainst discrimination against individuals with disabilities tothe full range of state and local government services,programs and activities, including public schools.
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HIGH Drop Out/Counsel Out/Transfer Rate
Gives Some Better Performing Charter Schools an Even More Selective
Student Population
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High Drop Out/Counsel Out*/Transfer Rate in
Some Better Performing Charter SchoolsPercent Students Who Started School Year Not Returning Next School Year
Charter School 2007-08 2006-07 2005-06
Elm City College Prep 7% 24% 32%
JumokeAcademy 5% 24% 21%
New BeginningsFamily Academy
25% 15% 13%
OdysseyCommunity School
35% 21% 17%
Numbers rounded to nearest percent. Source: Connecticut State Department of Education website, www.sde.ct.gov
In some better performing charter schools, if a student has behavioral incidents or is not progressing academically, the school requestsa meeting with the parent and offers a choice to the parent of either having their child expelled with the expulsion on the chil ds publicrecord or voluntarily withdrawing their child.
Note: Individual schools in urban districts may have high mobility rates because a family moves to another part of the city and thechildren are then assigned to the nearest neighborhood school. In charter schools, however, students are provided busing from theirhome to the charter school even if the family moves to another neighborhood.
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Drop Outs/Counsel Outs*/TransfersOne Citys Example
Bridgeport Special Education Students Transferring Out of Bridgeport Charter Schools
2007-08 School YearCharterSchoo l
EnrollmentPercent StudentsReceiving Special
Education Services
Number StudentsReceiving Special
Education Services
Transfers of StudentsReceiving Special
Education Services
Achievement FirstBridgeport Academy 85 1.2% 1 1
The BridgeAcademy 260 10.4% 27 0
New Beginnings FamilyAcademy 361 3.3% 12 0
Park City PrepCharter School 206 4.4% 9 0
2008-09 School Year
Charter SchoolNumber of Students Receiving Special
Education ServicesTransfers of Students Receiving Special
Education Services
Achievement First Bridgeport Academy 11 4
The Bridge Academy 31 1
New Beginnings Family Academy 29 2
Park City Prep Charter School 12 2
In some better performing charter schools, if a student has behavioral incidents or is not progressing academically, school personnel request a meeting with theparent and offer a choice to the parent of either having their child expelled with the expulsion on the childs public recor d or voluntarily withdrawing their child.
Sources: Bridgeport Board of Education and Connecticut Department of Education website, School and District Data, http://www.sde.ct.gov/sde/site/
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Average Monthly Transfer-Out RateRelated to Administration of States CMT and
CAPT Standardized Tests
One Citys Example: Bridgeport Students TransferringOut of Bridgeport Charter Schools
School Year All TransfersTransfer Monthly Average
Pre-CMT/CAPTSeptember - February
Transfer Monthly AveragePost-CMT/CAPT
March - June
2007-08 62 6.3 students per month 3.3 students per month
2008-09 39 3.3 students per month 1 student per month
Sources: Bridgeport Board of Education and Connecticut Department of Education website, School and District Data, http://www.sde.ct.gov/sde/site/
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In Connecticut, each charter school iscreated as its own school district.
Why should charter schools be ableto transfer students out of their district
to another school district?Can the public school districts of
Bridgeport, Hartford or New Haven
transfer students to an adjoiningsuburban school district?
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Charter SchoolsLeaving Too Many Students Behind
Charter School Reform before
Charter School Expansion
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