Charter Schools Can Close the Education Gap

From The Wall Street Journal
By Joel I. Klein and Al Sharpton

It is not acceptable for minority students to be four grade levels behind.

Dear President-elect Barack Obama,

In the afterglow of your election, Americans today run the risk of forgetting that the nation still faces one last great civil-rights battle: closing the insidious achievement gap between minority and white students. Public education is supposed to be the great equalizer in America. Yet today the average 12th-grade black or Hispanic student has the reading, writing and math skills of an eighth-grade white student.

That appalling four-year gap is even worse in high-poverty high schools, which often are dropout factories. In Detroit, just 34% of black males manage to graduate. In the nation's capital -- home to one of the worst public-school systems in America -- only 9% of ninth-grade students go on to graduate and finish college within five years. Can this really be the shameful civil-rights legacy that we bequeath to poor black and Hispanic children in today's global economy?

This achievement gap cannot be narrowed by a series of half-steps from the usual suspects. As you observed when naming Chicago superintendent Arne Duncan to be the next secretary of education, "We have talked our education problems to death in Washington." Genuine school reform, you stated during the campaign, "will require leaders in Washington who are willing to learn from students and teachers...about what actually works."

We, too, believe that true education reform can only be brought about by a bipartisan coalition that challenges the entrenched education establishment. And we second your belief that school reformers must demonstrate an unflagging commitment to "what works" to dramatically boost academic achievement -- rather than clinging to reforms that we "wish would work."

Those beliefs led us to form a nonpartisan coalition last year, the Education Equality Project (EEP), which seeks to greatly narrow, if not eliminate, the achievement gap. Mr. Duncan has signed on to the EEP, as have most of the nation's leading big-city school superintendents, such as Paul Vallas in New Orleans, Michelle Rhee in Washington, D.C., and Colorado's new U.S. senator, former Denver superintendent Michael Bennet. Mayors Richard M. Daley in Chicago, Michael Bloomberg in New York City, Adrian Fenty in Washington, D.C., and Cory Booker in Newark, N.J., are on board, too. Several prominent Republicans, including John McCain and Newt Gingrich, have joined our coalition as well.

EEP seeks to ensure that America's schools provide equal educational opportunity, judged by one measuring stick: Does a policy advance student learning? It's an obvious litmus test. Yet the current K-12 school system is designed to serve the interests of adults, not children.

EEP's mission thus turns out to be unexpectedly radical -- and we have run afoul at times of longtime Democratic allies. While we recognize that the No Child Left Behind law has numerous flaws that need correcting, we staunchly support NCLB's core concept that schools should be held accountable for boosting student performance. Dismissing the potential of schools to substantially boost minority achievement, as is now fashionable in some Democratic circles, is ultimately little more than a recipe for defeatism. Like you, we also support expanding parental choice. High-performing urban charter schools such as the KIPP (Knowledge Is Power Program) schools are showing that minority students can close the achievement gap if given access to high-quality instruction.

Finally, our coalition also promotes the development and placement of effective teachers in underserved schools and supports paying them higher salaries. By contrast, we oppose rigid union-tenure protections, burdensome work rules, and antiquated pay structures that shield a small minority of incompetent teachers from scrutiny yet stop good teachers from earning substantial, performance-based pay raises.

What can you and your administration do to close the achievement gap? Although the funding and oversight of public schools is chiefly a state and local responsibility, you still retain the power of the bully pulpit. Beyond expanding federal support for charter schools, as you have proposed, we would urge you to press forward with two other, far-reaching policy reforms.

First, the federal government, working with the governors, should develop national standards and assessments for student achievement. Our current state-by-state approach has spawned a race to the bottom, with many states dumbing down standards to make it easier for students to pass achievement tests. Even when students manage to graduate from today's inner-city high schools, they all too frequently are still wholly unprepared for college or gainful employment.

Second, the federal government should take most of the more than $30 billion it now spends on K-12 education and reposition the funding to support the recruitment and retention of the best teachers in underserved urban schools. High-poverty urban schools have many teachers who make heroic efforts to educate their students. But there is no reward for excellence in inner-city schools when an outstanding science teacher earns the same salary as a mediocre phys-ed instructor.

Study after study shows that good teachers have, by far, the highest impact on student learning. "The single most important factor in determining [student] achievement is not the color of [a student's] skin or where they come from," you stated on the campaign trail. "It's not who their parents are or how much money they have -- it's who their teacher is." We couldn't agree more. To close the achievement gap, start with a three-word solution: Teachers, teachers, teachers. The fierce urgency of now cannot be allowed to dissipate into the sleepy status quo of tomorrow.

Mr. Klein, chancellor of the New York City Department of Education, and Rev. Sharpton, president of the National Action Network, are co-chairmen of the Education Equality Project.

Rev. Al Sharpton, Other Prominent Democrats Break with Unions, Join Choice Movement

Teacher unions and other traditional voices in education may be getting it wrong, the Rev. Al Sharpton has decided.

In the past, the civil rights activist has been known more for his opposition to school choice than for any teamwork with New York City Schools Chancellor Joel Klein, but that changed radically in June when Sharpton joined Klein and a diverse group of fellow free-thinkers from all political stripes to form the Education Equality Project, a group advocating more charter schools and greater accountability.

"We keep going to the old ways that don't work, to protect the political careers of some and the contracts of others at the expense of the children. And the results are the data that we have," Sharpton said at a June 11 press conference.

"And someone has to have the political and the social courage--and I hope this group helps to begin that nationally--to say, 'Wait a minute, the children are suffering,'" Sharpton said.

Civil Rights Issue

Klein noted African-American student achievement lags four years behind that of white students nationwide. Fixing that, he said, may mean Democrats such as Sharpton will have to call on the National Education Association (NEA) and other unions to stop standing in the way of systemic reforms.

"We failed to fix what was so obviously broken in the 1950s and long before that," Klein said. "Today if you're born African-American or Latino in this country, if your parents are poor, you're much more likely to fall behind in a struggling school. You're likely to get much lower scores in math and reading than you need and in other core subjects, and you're much more likely to drop out. And if you do graduate, you're more likely to graduate less prepared for college and for success.

"We need to be clear about this. To me, this is not just an issue of school reform. It's a civil rights issue--indeed, the civil rights issue of our time," Klein said.

Broad, Bipartisan Support

The Education Equality Project's goals include creating accountability in every level of schools, putting effective teachers in classrooms of students with the greatest needs, and expanding parental choice through charter schools.

The effort has garnered unusually broad bipartisan support nationwide. Members include former Democratic National Party Chair and Los Angeles Unified School District Superintendent Roy Romer, DC Schools Chancellor Michelle Rhee, and former Florida Gov. Jeb Bush.

"The results [of today's school system] are that over half of [our] young black men are not graduating school--many of them fast-tracked to jail and their lives destroyed. And we don't have the time, because we have our alliances and our old core missions, to speak on their behalf," Sharpton said.

"This group is being formed to give voice to that, to say to those that are bringing about this era of change, whomever that might be, in the White House or in our houses, that we must make a priority this devastating problem, of lack of equal achievement accessibility for young students around this country," Sharpton added.

Klein and Sharpton have already begun their campaign to bring their message to the White House by seeking out both presidential candidates this summer. Members of the Education Equality Project have met with the campaign staffs of the presumptive major-party candidates, Sens. John McCain (R-AZ) and Barack Obama (D-IL).

NEA Wants More Money

NEA President Reg Weaver said the union has been tackling such issues for years.

"We have recognized that there are a number of children in urban and rural areas that are not receiving the education we want them to receive," Weaver said. "The policymakers know what is wrong, but they are not doing anything."

Weaver said school reformers ought to focus on securing "adequate and equitable funding," smaller classrooms, and more parental involvement. However, NEA and other unions are not so keen on tying teacher performance to wages or expanding charter schools, as the Education Equality Project proposes.

The question, some say, is what "adequate and equitable funding" means.

"Charter schools operate with 40 percent less funding than other public schools," said Jonathan Oglesby, director of public relations for the Center for Education Reform (CER), a charter school advocacy group based in Maryland.

According to CER's 2008 charter school survey findings, released in July, charter schools' main populations are at-risk, minority, and poor students. Eighty-five percent of charter school teachers responding to the survey do not participate in a union.