Learning from high-performing charters

High expectations for student behavior and intensive teacher coaching are the keys to success for high-performing charter networks, concludes a new report by the Center on Reinventing Public Education and Mathematica.

Inner City Education Foundation, KIPP DC, Uncommon Schools, and YES Prep  use “positive reinforcements and clear consequences, zero tolerance policies for potentially dangerous behaviors, and consistent schoolwide enforcement of the student behavior systems.”

  By conveying consistent and clear expectations to students, these CMOs try to create a safe, focused environment where effective learning can take place.

At high-performing CMOs, administrators and master teachers observe and coach teachers. “Teachers receive intensive preparation on classroom management.”

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  1. It’s certainly understandable why the operators of one charter would want to implemented the ideas that make another school successful. Too bad that reflex doesn’t result in questioning why district schools aren’t similarly motivated.

    • Again, Allen, because students have a property right to attend district neighborhood schools. Thus, if you refuse to perform – but don’t behave badly enough to be expelled – you can be sent back to your neighborhood school. But, the district school can’t send them anywhere else, Bud.

      • And that reply has nothing whatsoever to do with my comment.

        The reason your reply is unresponsive to my comment is because there’s no acceptable comment you can make in reply.

        Could you take issue with my contention that district schools aren’t interested in pursuing ideas that would improve education? Not with decades of indifference to the few teachers who rise above the institutional indifference to education of the district-based public education system. Not with the avid embracing of every hare-brained edu-crap scheme that issues from schools of education.

        So, having no defensible comment to make in reply you try to take refuge in the contention that the only purpose of the kids is to act as justification for the current system. That would be why parents should be forced to send their kids to rotten schools, right?

        • You’re not making sense.

          “Districts” are making changes because – and this baffles me that you still don’t get it – “Charters” are district schools.

          Thus, my point remains about the “neighborhood” school not being as effective in what some charters are doing. And of course, the word “some” is integral because you know – or at least should – that only 20 charters perform better than neighborhood schools.

          So, again, charters and magnets are district schools. Therefore I challenge your idea that “districts” aren’t interested in pursuing reforms.

          Can you refute the evidence that charters are, in fact, district schools?

          • Of course I’m making sense, and sense that you can’t confront. That’s why you have to take your tawdry refuge in faux puzzlement.

            And as you well know, charter schools aren’t district schools. They exist because chartering authorities, hence the name “charter school”, exist independent of geographically-distinct school districts have granted those schools a charter to operate as a public school.

            Oh, and leave us not allow this achingly clever bit of disingenuousness unscarred. A magnet school, as you well know, *is* a district school and enjoys the privilege of actually doing what you typically, incorrectly and maliciously, claim charter schools do – select students.

            But the most important point is that you’re losing.

            Everywhere you look alternatives to the district-based system are popping up and there’s nothing you and your like seem to be able to do about it.

            Whether it’s charters, vouchers, tax credits, cyber-charters, Khan Academy, parental trigger and probably a couple of more ideas that I’ve forgotten about that undercut the school district model, they’re all going forward ignoring your feverish efforts to stop them.

  2. And, of course, no right of placement. Requiring performance to keep your spot is a pretty effective educational tool.

    • “Right of placement”? What’s that, the more palatable formulation of “mandatory attendance”?

      Another clever innovation, forcing parents to do under law what the law can’t deter parents from doing where it’s disallowed.