Fellow commentator and public school Advocate Wendy Lecker’s latest column in the Stamford Advocate examines CT Voices for Children’s new research report which is entitled, ”Choice Watch: Diversity and Access in Connecticut’s School Choice Programs.” The study found that charter schools and other “choice schools” systematically prevent equal access to some of the state’s neediest students.
As Wendy Lecker reports,
Of special concern, the report found that Connecticut charter schools are “hypersegregated” — at least 90 percent minority. Furthermore, the authors revealed that charters grossly underserve English Language Learners (`ELL”) and students with disabilities.
Connecticut Voices noted that charters have a financial incentive to exclude ELL students. Unlike the cost of special education services, which is borne by the district where a charter school student lives, charter schools must pay for ELL programs and services. If, however, a charter has fewer than 20 ELL students, it is not required to provide an ELL program.
Connecticut’s rating system, which judges and sanctions schools based on standardized tests scores, provides more reasons to exclude. ELL students and students with disabilities tend to score lower on standardized tests, therefore charter schools look higher performing when they do not have either subgroup.
A traditional public school would never be able to get away with excluding any child in their district. Such a move would be illegal. However, the state enables the charter schools’ exclusionary behavior. Charters are not required to have specific diversity targets in enrollment. Moreover, while in theory a charter can be revoked if a charter school does not serve enough ELL or students with disabilities, no charter school has ever suffered that fate. With an Education Commissioner who is a founder of one of the worst offending charter chains, charters are safe to continue their exclusionary practices.
The fact that these publically funded “choice schools” have become a vehicle to further segregate our society undermines the very essence of our public education system.
As Wendy Lecker explains,
The idea of equity for all was the driving force behind the civil rights movement. Martin Luther King Jr. declared that “I am never what I ought to be until you are what you ought to be.
“Lyndon Johnson’s motto was “doing the greatest good for the greatest number.”
The principles of communal good underpinned Connecticut’s commitment to school integration. Connecticut’s Supreme Court deemed that having children of different backgrounds learn together is vital “to gain the understanding and mutual respect necessary for the cohesion of our society.” The late U.S. Supreme Court Justice Thurgood Marshall maintained: “Unless our children learn together, there is little hope that our people will learn to live together.”
Armed with the evidence provided by the new CT Voices for Children Report, Wendy Lecker concludes,
As voters, we have a choice. We can recommit ourselves to school integration, realizing that instilling in our children a sense of community is the key to our cohesion as a democratic state. Or, we can allow politicians to school our children in avoidance, and risk becoming like the fractious and unstable nations we see in the world around us.
Be sure to read Wendy Lecker entire column which can be found at: http://www.stamfordadvocate.com/news/article/Lecker-Some-needy-students-frozen-out-of-5413855.php
You can read and download the CT Voices for Children report at: http://www.ctvoices.org/publications/choice-watch-diversity-and-access-connecticuts-school-choice-programs.