Connecticut Voices for Children, the New-Haven based, nationally recognized policy research organization has issued a major new report entitled, “Choice Watch: Diversity and Access in Connecticut’s School Choice Programs.”
The CT Voices report is the most extensive, independent study that has been conducted about the performance of charter schools, magnet schools and other school choices options in Connecticut.
While the entire report is a “MUST READ” for those following the “school choice” debate, it is an especially important addition to the debate for those concerned about the Malloy administration’s commitment to expanding the number of charter schools in Connecticut and their on-going privatization efforts to turn public schools over to private charter school operators.
Among the key findings from the CT Voices study is that Connecticut’s Charter Schools are more segregated, systematically discriminate against Latinos and English Language Learners and fail to recruit, retain and serve their fair share of students who require special education services.
As the CT Voices study concludes,
Charter schools are typically hypersegregated by race/ethnicity and, in Connecticut’s four largest cities, actually offer students, on average, a learning environment that is more or equally segregated by race and ethnicity than local public schools.
Although Charter Schools serve just over 1% of the public school students in Connecticut, these privately run, publically funded schools have been receiving additional funds at a far greater rate than traditional public schools.
Governor Malloy and his administration are engaged in an unprecedented effort to increase the number of charter schools operating in the state.
However, the new CT Voices report re-confirms that when it comes to equity and fairness, the rush to divert public resources away from public schools and to charter schools is taking Connecticut in exactly the wrong direction when it comes to reducing racial isolation and providing quality services to students with special needs and those who require additional English language programs.
For example, according to the new report,
In 2011-12, a majority of magnet schools and technical schools were “integrated,” as measured by the standard set forth in the 2008 settlement agreement of the landmark Sheff v. O’Neill school desegregation case: a school with a student body composed of between 25% and 75% minority students…In contrast, only 18% of charter schools met the Sheff standard. The majority of charter schools were instead “hypersegregated,” with a student body composed of more than 90% minority students…”
The failure of charter schools to provide equal opportunity to students is even starker when it comes to their unwillingness to serve bi-lingual students, students who need additional English language services or students with special education needs.
When it comes to educating English Language Learners, the new study finds that 76% of all charter schools have substantially lower enrollment of ELL students then the community they are supposed to be serving.
The failure of charter schools to serve students with special education needs is equally troubling. Although state law requires that Charter Schools “attract, enroll, and retain” children with disabilities, the report found that many charter schools are simply failing to fulfill this legal requirement.
The new report from Connecticut Voices for Children also sheds a powerful light on Connecticut’s magnet schools and the state’s technical high school system.
You can find the full CT Voices report here: http://www.ctvoices.org/sites/default/files/edu14choicewatchfull.pdf
You can also find a New Haven Independent news article about the report here: http://www.newhavenindependent.org/index.php/archives/entry/ct_voices_for_children_report/
And a CT News Junkie report about the report here: http://www.ctnewsjunkie.com/archives/entry/report_claims_choice_schools_are_hyper-segregated/