The Cost of Failing to Educate our Kids

Franklin Schargel* was interviewed on Eye on New Mexico on Sunday, February 20th, 2011. The show was broadcasted all over the state and in El Paso, Texas.  The interview touched upon legislation and Franklin's personal opinions and ideas, but focused on real data in light of New Mexico's new educational and political landscape. At the end of the segment, Franklin made this summarizing point:

"But the reality is education, even though it's taking over 50% of the state budget or close to 50%, is not expensive. Ignorance is very expensive. The U.S. Department of Justice says that 82% of all of our prisoners are school dropouts. Well, as a society, we can either pay for education upstream or the lack of education downstream. As a society, not just here in New Mexico, we are more willing to spend money downstream in incarceration. The average cost of incarceration in the country is $41,000 a year. Per inmate, per year. I don't know of any school system that is willing to spend or capable of spending that much money on education."

Schargel recently spoke at a graduation workshop held by the United Way of Cass-Clay in Fargo, ND. Over 100 community leaders listened as the author identified the top reasons students quit school: alcohol or drug use, poor teacher quality and curriculum planning, and low parental involvement. His advice was for policymakers to "recognize that we have a very severe problem," adding that teachers should make an effort to get to know their students.

Schargel is the author of many books on dropout prevention, including 152 Ways to Keep Students in School: Effective, Easy-to-Implement Tips for Teachers and co-author of titles such as Creating School Cultures that Embrace Learning:  What Successful Leaders Do.

*Franklin P. Schargel

Educator, Author, Motivational Speaker, Trainer, Consultant

Franklin Schargel, a native of Brooklyn, New York now residing in Albuquerque, NM, is a graduate of the University of the City of New York. Franklin holds two Masters Degrees: one in Secondary Education from City University and a degree from Pace University in School Administration and Supervision. His career spans thirty-three years of classroom teaching, school counseling and eight years of school supervision and administration.

Increasing Accountability in Schools

There are four key elements to Governor Susana Martinez’s proposed “Kids First, New Mexico Wins” education reform plan. Governor Martinez wants to increase accountability of NM schools by giving schools letter grades, send more money to the classrooms, end social promotion, and reward teachers based on performance. The next blog posts will focus on these four areas individually and discuss the positive effects this reform plan can have on education in New Mexico.

Increasing Accountability

Creating accountability in public education is a very complex task. The blame for the failures of the current school system cannot be placed on any one policymaker or education provider. Building accountability is also made difficult because of the problems with defining and measuring school outcomes.

There is no question that accountability is weak in the traditional school system. The RAND (Research and Development) Corporation has completed studies on the lack of accountability in the public education. Inadequate information, confusing roles in the educational bureaucracy and weak incentives all lead to the irresponsibility seen in education.

First, many of the “clients” of public education (parents, families, the community) have insufficient information about the performance of schools. New Mexico Secretary of Education Hanna Skandera writes, “Currently, New Mexico schools receive confusing, opaque labels, like ‘School Not Making Adequate Yearly Progress by 1, 2, or 3 Indicators.’” These ratings do not give a clear picture of a given school’s success.

Secondly, even if education clients have accurate, transparent information about a school’s performance, they often find it difficult to find out who is responsible for what, how to complain, or whom to complain. Navigating through the public education bureaucracy is at times so difficult that many concerned parents give up.

Lastly, a lack of strong motivational incentives has led to the current low accountability standards. A report from the United States Agency for International Development states, “In a competitive, private market, failure to meet client demand translates into bankruptcy – or at least a declining market share.” This is similar to New Mexico's charter schools - either perform or face closure.  The same should be true for New Mexico's traditional schools as well!  The report goes on to share that in Chile, managers from the public sector face criminal charges if they misuse funds. They compare these strong incentives to the American educational arena, “Teachers and principals almost never lose their employment as a result of students’ poor test performance.”

Governor Martinez’s plan to improve accountability in New Mexico’s public education system would address these current problems. She recommends an easy-to-understand “A-F” grading system for schools. Secretary of Education Skandera has this to say about the proposed system: “For the first time, parents, teachers, school and community leaders will have a clear understanding of whether or not students are learning.” Also in the Governor’s plan, schools earning an “A” grade, or schools showing improvement by moving up a letter grade, will receive recognition funds, while schools that don’t make the grade will receive more attention. By intervening in failing schools faster and giving struggling students and parents more options, accountability will improve greatly.

The changes Governor Martinez wants to implement have been successful in other states. For example, Florida’s former Governor, Jeb Bush, signed an education reform package in 1999 that included increased accountability through grading schools. Currently the effects of the push for more accountability in Florida are seen. Almost 75% of elementary students are reading at their grade level or above their grade level. The graduation rate for the state is 15% higher than in the year 2000 and Florida has been recognized by the Department of Education for making progress in closing the achievement gap.

Although the path to more accountability for the public education system will not be an easy one, implementing Governor Martinez’s proposals will lead to a better education for New Mexico’s students. With the clear lack of accountability in the current system, it is clear that the status quo needs to change. As Secretary of Education Skandera states, “Now, it is time to create a robust accountability system in New Mexico.”

The staff at the Southwest Learning Center expects to be held accountable by the students, parents, and comunity that have chosen SLC for their child's education.  We are committed to hiring the best staff, providing the best facilities, and employing the best communication strategies available to keep parents informed.  We believe that this will lead to improved student learning for all kids.  As always, we invite recommendations and responses to our innovative ideas for transforming education.

President Obama: Capping Charter Schools Contrary to Improving Education

"...That leads me to the fourth part of America’s education strategy – promoting innovation and excellence in America’s schools. One of the places where much of that innovation occurs is in our most effective charter schools... Right now, there are caps on how many charter schools are allowed in some states, no matter how well they are preparing our students. That isn’t good for our children, our economy, or our country. Of course, any expansion of charter schools must not result in the spread of mediocrity, but in the advancement of excellence. That will require states adopting both a rigorous selection and review process to ensure that a charter school’s autonomy is coupled with greater accountability – as well as a strategy, like the one in Chicago, to close charter schools that are not working. Provided this greater accountability, I call on states to reform their charter rules, and lift caps on the number of allowable charter schools, wherever such caps are in place."

President Barack Obama
March 10, 2009

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Twenty-six states and the District of Columbia have some type of limit, or cap, on charter school growth. Most caps restrict the number of charter schools allowed, while others restrict the number of students that a single school can serve.

Caps on charter schools are often the consequence of political trade-offs, and not the result of agreement on sound education policy. For example, frequently policy-makers, concerned about how charter schools may affect an established school district, will mandate restrictions on the number of public charter schools in that specific district.

But the demand for charter schools shows no signs of letting up. An estimated 365,000 students are on charter school wait lists. This is enough to fill over 1,100 new average-sized charter schools. More than half of all charter schools across the country report they have a wait list, with the problem particularly acute in Pennsylvania (27,000), Colorado (25,000), Massachusetts (16,000), New York (12,000), New Mexico (10,000), and Illinois (10,000).  If this demand is to be met, states must reform or eliminate their caps on charter schools, while continuing to utilize appropriate measures ensuring that new charter schools are of high quality.

Unfortunately, New Mexico has chosen to go a different direction.  On Friday, January 21, 2011, Representative Mimi Stewart introduced House Bill 120.  This bill specifically reads, “a chartering authority shall not accept an application for a new charter school or approve a new charter school between January 1, 2011 and January 1, 2017.”

If enacted, this bill will eliminate school choice in New Mexico.  The bill has been supported by the New Mexico School Boards Association, New Mexico Administrators Association, the Legislative Education Study Committee (co-chaired by Representative Rick Miera and Senator Cynthia Nava), and the Board of Education for the Albuquerque Public Schools.

New Mexico Charter Schools: A Model for Success

Charter schools were created with the idea that one size does not fit all when it comes to education. Inspired and passionate educators wanted to have the ability to make quality education accessible to all students, promote parent and community involvement in public education, and provide a system of responsibility for results in education. Charter schools are granted more autonomy than traditional district schools in exchange for being held more accountable for student achievement. Many skeptics question whether charter schools are really succeeding and would even go so far as to say they should be closed. A look at the facts shows that New Mexico’s charter schools are raising the bar for academic success, providing unique educational opportunities, and innovatively meeting the needs of diverse students and their families.

            New Mexico’s charter schools are academically successful. The National Center for Education Statistics and the U.S Department of Education rated New Mexico’s top ten high schools; five of the ten were charter schools. Southwest Secondary Learning Center, Albuquerque Institute of Math and Science, Academy for Technology and the Classics, East Mountain High School, and Cottonwood Classical Academy made the top of the list. For the year 2010, 50% of New Mexico’s Charter Schools made Adequate Yearly Progress compared to only 41% of district schools. Charter schools are challenging the traditional public school system, achieving great things, and offering parents and families choices in education.

            Exciting and creative educational opportunities are the norm at charter schools in New Mexico. In addition to providing the required academic classes, many charter schools offer creative and engaging programs to students. For example, Southwest Learning Center offers a state of the art flight program which allows students to work towards obtaining a pilot’s license while earning a diploma. The Digital Arts and Technology Academy offers a smoking cessation program which provides resources and support to students trying to break free of their addiction. At Amy Biehl Charter School, students must complete a year-long community service project in order to fulfill all requirements for graduation. Due to the flexible scheduling introduced and offered by charter schools, many students are able to take advantage of dual enrollment programs to earn college credits. 11.6% of all charter high school students participate in the dual enrollment program at Central New Mexico Community College while only 3.1% of Albuquerque Public School Students participate. At Southwest Secondary Learning Center the dual enrollment participation rate is 41%. Charter schools inarguably cater to students’ individual goals and needs with unique and innovative programs.

            New Mexico’s charter schools provide a quality education to some of the most underserved and underprivileged students in the state. Charter schools help these disadvantaged students succeed where the conventional system has failed. Over 45% of students in charter schools are Hispanic compared to the 36% average in many larger New Mexico districts. Most districts have an African American population of less than 2% while charter schools serve a 6% population of African Americans. 61% of students served by New Mexico’s charter schools come from low-income families and qualify for free or reduced lunch programs; only 52% of low-income students are part of the traditional district student population. Because of the smaller class sizes (charter school student teacher ratios are an average of 10 students per teacher while large districts average 25 students per teacher) the engaging opportunities, and the individualized attention these students receive, New Mexico’s charter schools are closing the achievement gap. Because charter school administrations are allowed more flexibility, they are better able to respond to the specific needs of students and families.

            Because of the success of New Mexico’s charter schools, they are becoming an increasingly popular choice for parents and students. Over 10,000 students are enrolled in charter schools across the state and over 10,000 more sit on waiting lists. (The Southwest Learning Centers have a waiting list of over 3,600 students.) Charter schools offer New Mexico’s families options for a quality education that meets students’ individual needs. Charter school students are able to learn in an environment that promotes their academic success and prepares them for their future as successful, responsible citizens of New Mexico. The facts show that charter schools are succeeding academically, consistently advancing education through models of innovation, and are effectively meeting the needs of the students and families of New Mexico.

LFC Downplaying Disaster

The following section was taken from the Legislative Finance Committee report Program Evaluation of New Mexico Charter Schools dated 7/23/10, Report # 10-09.

Despite charter schools’ position that they are dependent on the small school size adjustment, it is not clear that the purpose of size adjustments in the funding formula is to act as a subsidy for the diseconomies of scale that the small school site charter school education programs produce. There has been tacit recognition of these diseconomies; three out of the 16 charter schools LFC staff visited (La Luz Del Monte, La Resolana and Ralph J. Bunche Academy) are sharing facilities with one or more other charter schools that also receive small school size adjustment. Charter schools are envisioned as smaller school sites by choice, and are often located in urban areas where traditional public schools have available space. The purpose of the Charter Schools Act (Section 22-8B-1 NMSA 1978) is “to enable individual schools to structure their educational curriculum to encourage the use of different and innovative teaching methods that are based on reliable research and effective practices or have been replicated successfully in schools with diverse characteristics,” which to a reasonable person could be interpreted as a special program.

It is clear that the Legislative Finance Committee fashioned the language in their report with the intent to eliminate only those small schools that have the leadership and common sense to share facilities in order to achieve a small economy of scale that reduces the building lease costs and serves to increase the operational fund for students. The report cites the Public School Finance Act (Section 22-8-23 (A) NMSA 1978) cites “separate schools established to provide special programs, including but not limited to vocational and alternative education, shall not be classified as public schools for purposes of generating size adjustment program units” as the rationale for deciding that charter schools sharing facilities should be considered as less than public schools, rather they choose to view them as mere special programs.  The concept is laughable if it weren’t being used as a reason for cutting the heart of the funding for charter and other small schools. No reasonable or rational person could conclude that the rigor of beginning and sustaining successful charter schools is a program level endeavor.  The accountability and responsibilities for charter schools is grounded in statute and delineated by the state PEC (Public Education Commission) advised by the PED (Public Education Department) or a local school district as an authorizer.  The Charter School statues clearly identify charter schools as public schools and as such they should be treated like all other public schools in New Mexico.

By carving charters out in carefully worded statutory language, the charters join a number of small schools in tiny districts who will lose growth units or small district support.  The Legislative Finance Committee claims that innovative charters and districts do not deserve small school funding because they choose to share viable  facilities with gymnasiums, libraries, and handicapped accessible bathrooms. 

Instead, they continue to view schools in through an old, outdated paradigm and would opt instead (during a budget crisis) to require taxpayers to incur the costs of separate facilities.  As a comical counterpoint to this rationale, there is also recommended legislation to consolidate small school districts in order to save money (see SB 90). That is exactly what these schools and districts have done …consolidate, following the successful models used by the Albuquerque Academy, Bosque Prep, and the New Mexico Military Institute.

Further, the LFC admitted that, “Exempting charter schools from small school size adjustments will make it more difficult for small charter schools to generate enough money to be self-sufficient and provide educational services to students.”  Here the LFC report is accurate.  The reality is grim because a 30% reduction in a small school budget for these schools and they will be unable to support the legislatively-mandated highly qualified teachers and the program and facility requirements. If legislation is crafted to eliminate the small school adjustment, these exemplary schools will be destroyed and the small school funding will continue to be provided to other small schools that are carved out because they are in separate buildings. A true travesty to taxpayers: lose the highest performing schools and in their place incur additional high cost schools.

New Mexico Charter Schools are underfunded when compared to traditional district public schools.  In an analysis of  charter school funding completed in 2010 by Ball State University, (Titled: CHARTER SCHOOL FUNDING: Inequity Persists) it was found that charter schools in New Mexico receive nine percent less per pupil than do school districts. This is prior to factoring in facility funds which districts have access to and charters do not.  These conclusions are based on a methodology that accurately reflects the true disparity that exists between charter school funding and traditional school funding.  The current funding formula adjustments exist based on the Legislature’s recognition of the unique needs of charter schools and small districts. Further, growth factors for charter schools are limited based on the enrollment cap for the charter school while districts have no such cap on enrollment and can receive the benefit of growth calculations ad infinitum. In smaller schools, fixed operational costs like curriculum development and administration must be distributed among fewer students.  See Lewis D. Solomon, Edison Schools and the Privatization of K-12 Public Education:  A Legal and Policy Analysis, 30 Fordham Urb. L.J. 1281, 1299 (2003) (describing economies of scale in school operation).  Because the cost differential factor used to calculate basic program units is based on estimated operational costs per student, the size adjustment factor addresses the issue that it is essentially more expensive to educate a child in a small school than in a larger one.  It does so by giving additional program units to "approved public school[s]" with small student bodies.  Section22-8-23.  For elementary and junior high schools, a school must have fewer than 200 total enrolled, qualified students to be eligible.  Id.; ' 22-8-2 (definitions).  “Public school” is defined in the "General Provisions" section of the Public School Code as:

“that part of a school district that is a single attendance center in which instruction is offered by one or more teachers and is discernible as a building or group of buildings generally recognized as either an elementary, middle, junior high or high school or any combination of those and includes a charter school.”

While this explanation is long and really difficult to understand, we must remain steadfast in our desire to change legislative minds and have a positive outcome that keeps our kids and our schools safe from seemingly small legislative tweaks that erase us from the educational horizon.

(AP) Carlsbad Newspaper: Small school districts may close

Possible closure faces small school districts

Updated: Sunday, 16 Jan 2011, 1:19 PM MST
Published : Sunday, 16 Jan 2011, 1:19 PM MST

• STELLA DAVIS,Carlsbad Current Argus

LOVING, N.M. (AP) - A proposal to close, consolidate or redistrict small school districts in New Mexico is weighing heavily on the minds of parents in Loving.  Schools Superintendent Kristina Baca, who strongly opposes the idea, said the proposal is on the table but is not a done deal.  However, fearing imminent closure, Baca said several parents have withdrawn children from Loving High School and re-enrolled them at Carlsbad High School. The middle and elementary schools have not seen a shift in student population.

Baca said it's her understanding school redistricting legislation is being drafted and will be proposed during the upcoming 60-day legislative session that begins Tuesday. "The Government Restructuring Task Force has made the recommendation. The task force was formed by former Gov. Bill Richardson to explore ways to reduce the state's budget shortfall," Baca explained.  One area the task force considered was consolidation of small school districts. Baca said there are 89 school districts in New Mexico, and more than 60 percent are considered small.

In a pamphlet sent to Loving parents and others in the community, Baca said "redistricting is premature and an ill-conceived concept to save a few bucks on the backs of small school districts. Consolidation is not the answer to closing the New Mexico funding gap."  Baca has urged parents and district supporters to contact their legislators. Before the Christmas break, some parents in Loving began circulating a petition opposing any proposed legislation to close small school districts.

"We have the ability to speak with a united voice and help our local legislators spread our message. We should not let Santa Fe make decisions for our community and rural New Mexico," Baca told parents.  Baca said research does not support the concept larger school districts will improve learning, nor will it be less expensive. "They don't have a model for that," Baca said. "It will require a costly and time-consuming study. Even if they decide to close and consolidate the small districts, it's not going to happen this year or next year. Also, I think politically, it will face great difficulty."

Baca said she believes if the proposal is approved, small communities like Loving will lose representation as they're absorbed into larger districts. Baca said that until the mid-1980s, when Loving approved a bond to build a high school, students from Loving attending Carlsbad High School had a roughly 50 percent graduation rate. Since the high school opened in Loving, the rate has increased to about 81 percent. One reason may be the low student-teacher ratio of 11 to one.

Parents said the closure of the district would be devastating to students. "It would be a tragedy," said Maria Hernandez, mother of a high school senior. "These kids have grown up together from kindergarten through their senior year. If this happened today, my son would have to start over again at another school. This school is their life. They are like family."
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Information from: Carlsbad Current-Argus