<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">Frankly, many of us involved in actually trying to provide educational programs in our communities aren't interest in being "included" in "discussions" with a charter school entity about how to slice and dice our town's taxpayers' money, bleeding resources away from our schools that already serve all of our children. We have a democratically inclusive method for providing education to our children. <div>The charter bill is a radical proposal to set up parallel, privately controlled school systems funded by taxpayer dollars. If this bill passes, I predict a significant backlash when taxpayers figure out that charter schools will allow parents to demand the town cut a check that the parent will then spend in a school different than the one the taxpayers are already paying for teachers, heat, lights, busses, etc, leaving the town to figure out how to continue to finance the system for the remaining students. Try telling that to the taxpayers in my minimum receiver town. Let me know how that goes. <div>Nowhere have I seen any meaningful description of the financial and practical realities of how charters would work in Maine. Arguments in favor of charters tend to have far more the flavor of a faith-based promotion of the alleged promise of such enterprises, rather than any real, specific description of how, when and where they might really be the best model for educational advances for all students. </div><div><div><div>Charter schools are contextually utterly inappropriate given Maine's fiscal and demographic realities. Charter schools will serve more to heighten differences between "have" and "have not" students, as they do in many venues throughout the rest of the country. We need to provide education for ALL of our children, not just those who move off to charters. </div><div><div>Further, as Ms. Jones suggests, this bill follows on the heels of numerous other sweeping proposals for changes to educational systems before the Education Subcommittee, including LD 1488 and LD 1422. Taken as a whole, the current speed-read process for assessing educational policy proposals is veering out of control. </div><div>We are in danger of once again watching Legislators and policy makers congratulating themselves for exuberant levels of "reform" that are, in fact, unworkable or undesirable for our schools, our students and our communities. </div><div><br></div><div>Gail Marshall</div><div><br><div><div>On May 9, 2011, at 1:27 PM, judith d jones wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">To readers of the list-serve, <!--StartFragment--><p class="MsoNormal"><span style="mso-tab-count:1"> </span>After
having worked with Skip Greenlaw and so many others on the consolidation fight,
when we benefited from Brian’s alerts and analyses, I am disappointed in his
critique of the bill to allow public chartered schools in Maine, LD 1553.<span style="mso-spacerun:yes"> </span>It is important to understand the context of
this and several other bills introduced this year.<o:p></o:p></p><p class="MsoNormal"><o:p> </o:p><span style="mso-tab-count:1"> </span>The data on
student achievement, high school drop out numbers, high school graduation rates
and college remediation rates has been accumulating for several years.<span style="mso-spacerun:yes"> </span>At the Education Committee’s hearings on
Friday, there was general consensus that too many students are dropping out and
too few are graduating on time, regardless of that day’s Bangor Daily News
article showing a recent increase from about 80.3 percent to 82.8 percent.<span style="mso-spacerun:yes"> </span>Another article yesterday suggested that 54
percent of high school graduates going on to college right away take remedial
courses.</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p> </o:p><span style="mso-tab-count:1"> </span>Many people
are proposing ways to introduce new ideas, approaches, and reforms in Maine to
address this lack of student achievement. LD 1188 suggests a new grant program
to help superintendents bring back kids who have dropped out.<span style="mso-spacerun:yes"> </span>LD 1488 proposes to allow “innovative schools
and districts.”<span style="mso-spacerun:yes"> </span></p><p class="MsoNormal"><span style="mso-spacerun:yes"></span><span class="Apple-tab-span" style="white-space:pre"> </span> LD 1553 would allow public charter
schools, which are a proven mechanism for developing innovative public options.<span style="mso-spacerun:yes"> </span>They are voluntary, open to all children
without admissions tests, free to parents and affordable for families of all
income levels.<span style="mso-spacerun:yes"> </span>More than 5,000 chartered
schools in 40 states now enroll 1.6 million children.</p><p class="MsoNormal" style="text-indent:.5in"><o:p></o:p></p><p class="MsoNormal"><o:p> </o:p><span style="mso-tab-count:1"> </span>With more
than 15 years of experience in other states and a continued commitment to
identifying best practices, LD 1553 builds a solid foundation for public
charter schools in Maine.</p><p class="MsoNormal" style="text-indent:.5in">One of the big lessons learned from
other states is the importance of the agencies that authorize charter schools
and hold them accountable for performance.<span style="mso-spacerun:yes">
</span>The Maine bill provides for a rigorous application process, continuous monitoring
by the authorizer, and a detailed process for renewal and revocation decisions.<span style="mso-spacerun:yes"> </span>Three types of authorizers would be allowed:<span style="mso-spacerun:yes"> </span>local school boards, Maine colleges and
universities that offer an education degree, and a state charter authorizing
commission under the State Board of Education.</p><p class="MsoNormal"><span style="mso-tab-count:1"> </span>We
frequently hear concerns about the role of local school boards and their
relationships with public charter schools.<span style="mso-spacerun:yes">
</span>Traditional school boards are an important part of a state’s education
system.<span style="mso-spacerun:yes"> </span>Under the proposed Maine public charter
school enabling legislation, local school boards could choose to act as
authorizers and contract with nonprofit charter schools to offer various
education programs.<span style="mso-spacerun:yes"> </span>They could also
collaborate with each other to develop regional programs to meet the needs of
more students.<span style="mso-spacerun:yes"> </span>They could use the
charter school mechanism to convert an existing school to a chartered school,
to allow more flexibility in operations, and even to save a small school from
closure.<span style="mso-spacerun:yes"> </span>Examples of this approach exist
in rural areas in several other states.</p><p class="MsoNormal"><span style="mso-tab-count:1"> </span>Everyone
should know that the wording of the bill he analyzed was published by the
Legislature’s Revisor’s Office without several substantive changes that the
sponsor, Senator Garrett Mason, had submitted.<span style="mso-spacerun:yes">
</span>Senator Mason plans to submit a “replacement” bill at the hearing on May
12.<span style="mso-spacerun:yes"> </span>We have compiled those amendments in
a clean version of the bill, which can be downloaded from our web site, <a href="http://www.mainecharterschools.org/">www.mainecharterschools.org</a>.<span style="mso-spacerun:yes"> </span>Several of these changes address points
raised in Brian’s critique.<span style="mso-spacerun:yes"> </span>Among other
changes, they clarify that public charter schools will be responsible for all
aspects of special education; that public charter schools will contribute to
costs of any extracurricular programs their students participate in at local
district schools; and that public charter schools need to include discussions
with the SAU where they might locate in their application to a chartering
authority. </p><p class="MsoNormal"><span style="mso-tab-count:1"> </span>We are all
working for the same goal: To improve public education in Maine and give all of
our students the best chance for success. Public schools are an important tool
that can give educators the room they need to innovate, increase parental
involvement and choice, and help our children reach their fullest potential. It
is our hope that the people concerned with improving public education will
consider public charter schools with an open mind.</p><p class="MsoNormal"><span style="mso-tab-count:1"> </span>Judith
Jones, Maine Association for Public Charter Schools<o:p></o:p></p>
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