Charter School Implementation Moves Forward in Washington

by League of Education Voters

Public charter school implementation is moving forward in Washington thanks to voters’ approval of Initiative 1240, which will allow up to 40 charter schools to open in Washington over the next five years.

Still not sure about what charter schools are?

Below is a list of the top five things you should know about charter schools:

1. Charter schools are public schools.
Public charter schools are free and open to all students and receive state funding based on student enrollment just like traditional public schools.

2. Public charter schools must meet the same academic standards as traditional public schools and will be held to high accountability standards.
Charter schools will be subject to strict oversight and public accountability, including annual performance reviews to evaluate their success in improving student outcomes. Schools not meeting the accountability standards will be closed. At the end of the five-year implementation period, an evaluation will be conducted to determine whether additional public charter schools should be allowed.

3. Charter school teachers are subject to the same certification requirements as teachers in other public schools.
Great teachers are essential to student success, and teachers in public charter schools must meet the same teaching certification requirements as teachers in all other public schools.

4. Charter schools have more flexibility than traditional public schools.
Public charter schools can set their own schedules (such as offer a longer school day or school year), have more control over their curriculum, budget and staffing decisions, and can offer more customized learning experiences for students.

Charter schools are free to innovate in ways that improve student achievement. For example, there are charter schools focused on STEM education, performing arts, project-based learning, college preparation, career readiness, language immersion, civic engagement, classical education, global awareness or meeting the needs of autistic students – just to name a few.

Many successful and high-performing public charter schools are dedicated to serving low-income students and student of color and are succeeding at closing achievement and opportunity gaps.

5. Washington is the forty-second state to have public charter schools.
Initiative 1240, which became law December 6, 2012, allows up to 40 public charter schools in Washington state over a five-year period. The law was carefully designed to incorporate what other states have learned in 20 years of experience with public charter schools. In Washington, we modeled our law on the best of what works in other states, that’s why our law is already ranked 3rd best in the nation by the National Alliance for Public Charter Schools.

Next steps

This week, the nine commissioners to serve on Washington’s Charter School Commission will be announced. The Commission will be charged with reviewing applications, authorizing, and holding accountable quality public charter schools.

The State Board of Education is in the process of approving rules pertaining to charter schools.

We expect the first charter school in Washington to open in the fall of 2014.

 

 

Washington Supreme Court sides with kids and schools, strikes down I-1053

by League of Education Voters

In a decision released today, the Washington Supreme Court ruled that I-1053, the law that requires a two-thirds majority to pass revenue in the legislature, is unconstitutional. This ruling is a huge win for kids and schools.

LEV and its partners challenged the law in court because it hamstrung our legislators’ efforts to uphold their paramount duty to invest in the quality public schools our children need to succeed in life.  Our kids suffered at the hands of a small minority of legislators who could veto any new revenue options for education.

This decision comes at the perfect time–our legislators are working right now to develop a plan to fully fund K-12 education. This ruling puts all options on the table. We all want what is best for our students, but year after year, thanks in part to Initiative 1053, the legislature has not provided the funding to pay for basic resources need to educate our students.

We hope today’s Supreme Court ruling provides the tools and opportunity for the legislature to craft a funding plan that ensures that there is ample, equitable, and stable funding for education.

Washington citizens have consistently supported initiatives that would make it difficult to raise taxes, including I-1185, an initiative similar to I-1053 that passed this fall. We believe today’s ruling applies to I-1185 as well.

While voters believe that taxes should be difficult to raise,  it does not mean they believe it should be impossible. When voters can see their money well-spent, they come out strongly in favor of providing for their schools. Earlier this month, voters in school districts across the state committed more than $1.7 billion to their local schools through school levies. Further, during the past two years, local voters have approved $4.3 billion in local levy funding. The levies were approved with a large majority–an average 63 percent of the vote–in 204 school districts across the state.

Today’s Supreme Court ruling is another step in the right direction to making sure all of our state’s students have access to an excellent education that is amply, equitably and stably funded.

Washington voters pass $1.7 billion in taxes for education

by League of Education Voters

More than 50 local school boards put their school’s funding into the hands of the voters during last Tuesday’s election and voters responded with overwhelming support. Voters approved all but one local levy across the state, committing $1.7 billion in taxes to their schools.

“Voters passed these taxes because they know the money is going directly to helping kids,” said Chris Korsmo, CEO of the League of Education Voters. “Voters stepped up for their local schools, and it’s time we stepped up for schools across the state.”

Although a frequent theme of last year’s governor’s race and this year’s legislative session is that voters will not support revenue to pay for education, local election results stand in stark contrast to that narrative.

In many districts, local levies make up 25 percent or more of the total operating costs of their schools. These local dollars often pay for necessary school costs like staff salaries, textbooks, or a sixth period in school—a far cry from the “extras” they were originally intended to provide.

In January 2012, the Washington State Supreme Court ruled in McCleary v. Washington that the state was not meeting its constitutionally mandated duty to fully fund basic education. The court ordered the Legislature to overhaul how education is funded in the state by 2018.

Update: Election results finalized Feb. 26 show that two levies, not one, failed to pass in their districts, resulting in a 96 percent levy passage rate overall. In addition to the Battle Ground Maintenance and Operations Levy, the La Center Capital Levy did not pass. School boards across the state requested $1.8 billion in local levies and local voters granted $1.7 billion.

Founder of Post-Prison Education Program testifies in favor of SSB 5244 to transform school discipline

by League of Education Voters

This is the written testimony of Ari Kohn, the founder and president of the Post-Prison Education Program. Ari testified in favor of SSB 5244 to transform school discipline on February 12, 2013. 

Members of the Senate Ways &Means Committee:

I’m Ari Kohn; founder and president of the Post-Prison Education Program, a non-profit organization that works to dramatically reduce recidivism by harnessing the power of education and meeting the legitimate needs of former prisoners. The Post-Prison Education Program provides access to education and unwavering support through wrap-around services including tuition, housing, groceries, daycare and intensive mentoring.

For the seven years we’ve existed, our non-profit has worked only with adult prisoners who have the most difficult cases: serious mental illness, addiction, and long lists of felony convictions are some of the issues we address. Yet, our recidivism rate is less than two percent. Ninety-eight percent of the adults we serve successfully transition into productive lives, often pursuing and finishing college degrees in the process. They succeed because we invest.

On the other hand, today the Department of Corrections lists a 46% re-admission rate.  It’s almost comical; after talking in terms of “recidivism” since 1999 they have switched and now talk about “readmission.”  Regardless of which term you use, the fact is for every two people who walk out of a Washington State prison today you can bet that one of them is going back (46%).  The way we’ve overcome that statistic and found success is by investing in people.

We don’t care what it takes, we urge you to invest now, invest in these young kids today, because we know if you wait until adulthood to address the issues many prisoners struggle with, costs grow exponentially. Our program uses the small budget we have with maximum impact. We deliver the services and resources former prisoners need – including counseling, tutoring, tuition, daycare, books and software, in-patient care and basic life needs such as food and housing – because we know our investment will pay off in saved lives, reunited and strengthened families, generally with lives worth living.

The one thing we believe above all others in regard to these young kids is invest now – invest, invest, invest.  It will pay off (even in the short term).  I have noticed that people are taken aback by the costs associated with keeping more kids in school, but we have seen over and over again that the cost to implement a preventative infrastructure is nowhere near the tremendously high costs associated with helping adult prisoners attempt to successfully re-enter our communities.

In almost all cases we’ve found that if you invest in people they will respond positively and in a way that leads to saved families and safer communities.  In closing, I can only emphasize to you that kicking kids out of school at the drop of the hat, as is being done throughout the state, is as far a cry from investing in somebody as you can get.  If doing so is allowed to continue, we will all pay a very high price, and continue to see very sad results.

Seattle Public Schools honors LEV-South Shore partnership

by League of Education Voters

At the school board meeting on February 6th, Seattle Public Schools honored the partnership between the League of Education Voters Foundation and South Shore School in south Seattle. South Shore Principal Keisha Scarlett, LEV CEO Chris Korsmo, and LEV Board Member Chris Larson were there to accept the honor.

While being recognized, LEV CEO Chris Korsmo said, “[South Shore] is a great lesson about investing in our earliest learners [and] prioritizing our scarce resources…we’ve accomplished a lot over our 3 years.” Many of the school board members agreed. Director Martin-Morris said that whenever he travels and meets with people in the education field he always brings up South Shore, stating, “Thank you for creating a model that I know a lot of people are looking at nationally.” Director Carr sees great potential in the South Shore model as well, stating, “We have a terrific opportunity [to take] what we’ve learned and leverage that and replicate. It’s a good opportunity for us to do more.” Director DeBell added, “[South Shore] demonstrates how all children can learn given the right circumstances.”

Read more about the LEV-South Shore partnership here.

How a bill becomes a law

by League of Education Voters

The clouds have grayed, there’s a chill in the air, and you’ve started layering like nobody’s business. This can only mean one thing: The 2013 Legislative Session is underway! It’s that special time of year when bills are introduced, caucuses are formed, and laws are made (or not). It is true democracy in action!

But how does a bill become a law, anyway?

  • First, a legislator from the House or the Senate offers a bill. Legislators begin working on the idea and language for bills before the session begins. Bills can start being dropped into the hopper (submitted) as soon as the legislative session begins in January and have until Cutoff Day to be dropped. Similar bills can be introduced in both the House and the Senate.
  • After a bill is introduced, it is decided which committee should hear the bill. Once in committee, it has its first reading. The chair of the committee decides if and when a bill will be allowed a public hearing. The public hearing is where members of the public can express their support for or opposition to a bill to committee members. The committee chair also decides if the bill will be read in Executive Session and put to a vote in the committee. If the votes are in the bill’s favor, it goes to the Rules Committee, where leadership decides if a bill meets the legal criteria to move on in the process.
  • If all goes well in the Rules Committee, the bill goes to the floor for a roll call vote.
  • Depending on which chamber the bill originated from (the House or the Senate) it is then sent to the other chamber and must go through the process again. If the House or the Senate want to tweak the bill, it is first sent to a conference committee and then back to the House or Senate to have amendments approved.
  • If the majority of legislators vote in favor of the bill, it is sent to the governor’s office to be signed. The governor may decide to sign the bill, veto sections of it, or veto the bill all together.
  • Once the governor signs the bill, it becomes a law.

It is important to note that although this is the ideal procedure for a bill to become a law, there are many exceptions and paths a bill can take along the way. Some alternate routes include rewriting the bill and attaching to a separate bill as an amendment or “carryover” which allows the issue to be taken up again in a subsequent session.

We Need Common Sense Discipline

by League of Education Voters

andaiye-qaasimThis blog post was written by LEV Organizer Andaiye Qaasim

Every year, tens of thousands of students across Washington state are suspended and expelled. We can only speculate how these numbers translate into loss of classroom time, failed courses, and decreased graduation rates. Let alone the damage done to a student’s psyche, self-esteem or confidence. Thankfully, this situation is about to change.

Yesterday, the Senate Early Learning and K-12 Education Committee reviewed four different bills on discipline. This long awaited movement in the Washington state legislature is the result of the unceasing advocacy from various community groups, parents, non-profit organizations, and policy makers. The list of supporters for this cause included the Kent Black Action Commission, WA Appleseed, TeamChild, the Maxine Mimms Academy, and the League of Education Voters just to name a few.

As a community organizer I have heard several community members express their frustration with the way discipline is carried out in schools. When we analyze disproportionality in school discipline we begin to realize that it’s not just about ineffective policies, bogged down bureaucrats, and “unintentional” consequences. Many of us ask about equity, cultural competence, inclusion, student dignity, and the constitutional right to an education. These conversations are forcing people in Washington state to finally explore the pernicious inequity in our schools.

As we delve deeper into this issue we also begin to explore some key questions such as “How is it possible for education to level the playing field, when the field in education has yet to be level?” “How can we possibly argue that public education is accessible to all, but still engage in discriminatory practices?” “What does equity in education really mean?”

It was evident in the spirit, hearts and stories all who testified yesterday that transforming school discipline and reclaiming Washington state students is going to take more than well thought out policies. The policy will provide the infrastructure, but the people must provide the implementation. An equitable implementation of school discipline will require a cultural shift—one that is intentional and uncompromising.

We are hopefully beginning to see this cultural shift in the way we go about the practice of public education and create a system that does not continually exclude students, but one that unconditionally accepts and incorporates all students into a learning community. I sincerely hope that we are finally able to have these conversations without being afraid of the words ‘racism,’ ‘inequity,’ ‘low-income,’ and ‘cultural competence.’

Yesterday was a monumental day for Washington state, and we will all hold our breath while the Senate decides the fate of the four discipline bills that were heard. We thank our legislators for the taking up this issue. We hope that they may be filled with the same righteous indignation of Martin Luther King, this week and the next, as they deliberate over their decision, and thus over the lives of tens of thousands of children in Washington. We look forward to change and band together in solidarity with communities across Washington state, ready to take up the fight.

Join us in the movement.