Iowa rejects independent charter schools

Iowa’s charter schools are run by school districts. It turns out they’re not very innovative,  reports the Des Moines Register. In essence, the state collected federal charter funding for a handful of magnet schools with no autonomy or ability to challenge the status quo.

Iowa schools, once rated the best in the nation, are slipping in national rankings.

In North Carolina, a top-scoring charter school that uses Direct Instruction wonders why the state seems uninterested in learning about their methods.

(Founder Baker) Mitchell said he feels the state is not really looking at the good things his school is doing, and he doesn’t know whether regular public schools are learning anything from the charter school.

Indeed, the state doesn’t keep track of innovations at charter schools and how they influence the public school system, said Jean Kruft , a consultant with the N.C. Office of Charter Schools.

Illinois will double the number of charter schools, including charters for five schools specializing in drop-outs.

Update: Rep. Marcia Fudge, D-Ohio, spoke at the House Education and Labor Committee hearing on charter schools, reports Edspresso:

“I’m from the state of Ohio, so I think I look at things a little differently because most of our charter schools are not public charter schools. So, you may hear me coming from a very different vantage point.”

Of course, charters are public schools by definition. Fudge’s flub wasn’t the only one at the charter hearings.

Teach for America: More effective in NC

Teach for America teachers are significantly more effective than non-TFA teachers in North Carolina high schools, researchers concluded last year. Now they’ve expanded and refined the study, reports Inside School Research’s Debbie Viadero.

In answer to the critics, researchers Zeyu Wu, Jane Hannaway, and Colin Taylor . . . added data for 32 teachers and more than 2,000 students, and re-ran the numbers so that they could do more “apples to apples” comparisons. The results were the same: Across the eight subjects tested, the students of TFA teachers racked up bigger learning gains than their non-TFA counterparts.

The TFA teachers were also found to be more effective than teachers who had graduated from a fully accredited North Carolina teacher-training program and those who were licensed in the subjects they taught. The overall TFA boost, in fact, was bigger than the size of the learning improvement that students normally get from having a teacher who’s been on the job for three years or more.

That is, it’s better to have an inexperienced TFA teacher than an experienced non-TFA teacher. The effect is strongest for science teachers. (The study is at the Calder site.)

The results may not hold for elementary school, where teaching skill is more important than subject-matter knowledge, notes Viadero.

Update: Viadero cites a 2004 Mathematica study that found TFA-taught elementary students made larger gains in math than students taught by non-TFA teachers.

To bus or not to bus

To improve the performance of low-income students, Wake County, North Carolina’s largest district, uses busing to integrate its schools by socioeconomic status. One in six students is bused at a cost of $541.56 per student.

Charlotte-Mecklenburg, the second largest district, runs neighborhood schools that serve affluent kids in the suburbs, poor kids in the downtown. Millions of extra dollars go to improve high-poverty schools.

Which system works better? According to the Raleigh News & Observer, both systems are equally unsuccessful.

Only 28 percent of Wake students come from low-income families; more than half are poor in Charlotte-Mecklenburg.  Wake County’s achievement gap between whites and blacks and between low-income and middle-class students is wide.  So is Charlotte’s achievement gap. The numbers are very similar.

Some Wake County parents want to end busing and switch to the Charlotte system.