“23,000 parents partake in streamlined Denver school-choice program”
By Karen Augé
Denver Post
February 23, 2012

Last winter, Denver Public Schools unveiled a new school-choice system and asked parents to do a little homework and then select the schools they preferred for their kids.

Nearly 23,000 of them did.

The district Wednesday revealed participation totals for its new, streamlined school-choice system.

Parents won’t know for a few more weeks whether their kids got into their top school choices.

In previous years, parents had to fill out different forms for different schools, and navigate different deadlines and application windows.

Some schools, such as the Denver School of the Arts, still required separate application materials, such as auditions or essays this year. But otherwise, parents filled out a single form indicating up to five school choices, in order of preference. The choice process was available to all students but was especially designed to ease the selection of a kindergarten, middle or high school, said district spokeswoman Kristy Armstrong.

In the weeks and months leading up to the Jan. 31 deadline to turn in that form, parents were bombarded with multilingual information and reminders. The district even hosted an information session for all prospective middle and high school students, and provided bus service to the event from far-northeast Denver.

The effort produced a 94 percent participation rate among incoming sixth- and ninth-graders in far-northeast Denver, according to district estimates.

For the district as a whole, participation among families with students entering kindergarten, sixth or ninth grade — grades that involve moving into new schools — was 82 percent.

The district got help with its education and outreach effort from community groups and the nonprofit Get Smart Schools.

In 2009, a consultant studied DPS’s previous choice process and found it cumbersome and confusing.

From there, the transition to this year’s new system was made possible by

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Download or print your PDF copy of Legal Summary of U.S. Supreme Court Decision in Zelman V. Simmons-Harris, 436 U.S.

Download or print your PDF copy of Fact-Checking School Choice Research

The following are answers to some frequently asked questions (FAQs) regarding school choice and what choice means for students, educators, schools and communities. The answers to these FAQs are intended to provide only an introductory overview of key school choice issues. Links with additional information are provided for those who are interested in learning more.

What Does School Choice Mean?

The term “school choice” means giving parents the power and opportunity to choose the schools their children attend. Traditionally, children are assigned to a public school according to where they live. People of economic means already have school choice, because they can afford to move to an area with high quality public schools, or to enroll their children in private schools. Parents without such means, until recently, generally had no school choices, and had to send their children to the schools assigned to them by the district, regardless of the school’s quality or appropriateness for their children.

School choice creates better educational opportunities for all students, because it uses the dynamics of consumer opportunity and provider competition to drive service quality. This principle can be found anywhere you look, from cars to colleges, but it’s largely absent in our public school system and the poor results are evident, especially in the centers of American culture – our cities. School choice programs foster parental involvement and high expectations by giving parents the option to educate their children as they see fit. It re-asserts the rights of parents and the best interests of children over the convenience of the system, infuses accountability and quality into the system, and provides educational opportunity where none existed before.

What Kinds of School Choice Exist Today?

→ Full school choice programs, also known as tuition vouchers, provide parents with a portion of the public educational funding allotted for their child to

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CER Press Release
Washington, D.C.
November 14, 2011

Pennsylvania is poised to be the next big battleground for serious, and potentially controversial, school reforms. Next to Indiana, Ohio and Wisconsin, if the legislature adopts the Corbett education plan, the state will be the next big prominent player in national school reform and the leader on the East Coast.

President of The Center for Education Reform (CER) Jeanne Allen was on the ground visiting with Pennsylvania House Leadership and other House members on Monday, November 14, to express the importance of pending education reform proposals for Pennsylvania children.

“At the Center for Education Reform, we’re both watching and working in the field to ensure that sound policy advances are adopted for all children, in every state. In Pennsylvania, we’ve been actively engaged for years in developing charter schools,” said Allen. “Improvements to that original law, which have been tested over time, are now pending and we’re hopeful that the state will soon stand with others who permit universities and other independent entities to create charter schools.”

Public school reform is an important proposal to allow parents, who feel trapped in failing schools by virtue of their zip code, to access schools of their choice. While limited to children in the lowest 5% of performing school districts, SB 1 ensures that those children, who are currently forced to attend a failing school, do not have to stay there any longer. The state’s popular business tax credit program, which funds additional scholarships for middle- and low- income families, also grows.

The teacher evaluation proposal is what will hopefully be a first step in a long line of important teacher quality initiatives that follow recommendations of some of the leading education researchers in the nation.

It’s important that Pennsylvanians have context for the pending proposals:

Academic Performance: On the 2011

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Once upon a time considered more sci-fi than science, online learning is growing by leaps and bounds, providing students and families yet another choice for education.

New York, Florida, and Tennessee have changed laws to make it easier for online learning to expand. In Ohio, while school districts call for a hiring freeze or lay off teachers, several online charters, including Ohio Virtual Academy and Ohio Connections Academy, are actually increasing the number of students and teachers, according to Bill Sims, head of the Ohio Alliance for Public Charter Schools.

California’s The Press Enterprise explains that “virtual schools here and throughout California provide flexibility needed by child actors, musicians and serious athletes,” and also “offer options to regular students dissatisfied with traditional classrooms.” Ditto in Louisiana where parents’ “overwhelming” interest in online learning has one virtual school asking the state board of education to double its enrollment.

A Maryland online program is geared toward keeping kids from repeating a grade or dropping out of school. And, Indiana has started its first virtual school to both help students who have fallen behind as well as provide AP courses for kids in schools without high-level courses.

In Arizona, the Cactus Shadows High School’s blended (classes offered online and in classroom) online school attracts so many students, the district is adding an evening version. And, here’s the clincher: The Arizona Republic says “The eLearning program was meant to recapture students who left the district to attend independent online schools or those who weren’t succeeding in the traditional classroom.” Phoenixville, Pennsylvania, school officials also point to the growth in private cyber education as a reason to “look through the lens” to better accommodate student needs. Just another example of how choice helps all schools improve to meet

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By now, you’ve likely heard that the anti-reform establishment will be marching the streets of D.C. this weekend in an effort to “Save Our Schools.” The participating groups want to restore parent and student influence in education.

There’s only one problem with that – they don’t.

The National Education Association and the American Federation of Teachers – two unions that have done everything in their power from distorting the truth and lying to intimidation and lawsuits to stop any reform that takes their control and gives it to parents – are driving this rally.

These groups fight charter school openings across the country. For example they are currently stumping against a Mandarin immersion charter in Milburn, New Jersey.

They’ve sued multiple times to stop or delay school choice bills from taking effect. The teachers association now has a lawsuit in Indiana to stop low-income students in failing schools from using a voucher to attend a different school of their parent’s choice.

They are even fighting the “Parent Trigger” law that was passed in California and allows parents to initiate changes to a school, like converting it to a charter, if a majority of parents agree and sign a petition.

It’s the same coalition of the past 35 years that just wants the status quo. Reform to them is about money, control and no high-stakes tests or accountability.

In each case above, and the dozens of ones not mentioned, these groups are eliminating the influence parents and students have, not moving it forward.

DC’s Mayor Vincent Gray and other school choice opponents took some time out yesterday, a day that saw a renewal of the DC Opportunity Scholarship Program thanks to the CR budget compromise in the House and Senate, to decry what they see is that program’s theft of federal funds from the city’s public schools.

What?!

The DC Opportunity Scholarship Program provides supplemental funding for scholarships that are made available to the District’s poorest families, offering them a lifeline out of failing neighborhood schools.

And it doesn’t stop there.

The legislation (supplemental, remember, above and beyond typical funding for DCPS) provides $40 million EXTRA dollars a year to traditional DC public schools and charter schools.

So…

POP QUIZ

This means:

A) He is a liar

B) He has never taken the time read the legislation (then or now) and his staff is lying to him

C) The teachers union contributed handsomely to his campaign war chest

D) He will say anything to appease his supporters, even if it means robbing traditional public and charter schools of tens of millions of dollars, and thousands of kids of their educational future

(Answer: Thee of these answers are correct, but it is unclear as to which three.)

WASHINGTON, DC – In a stunning turn of events, the Obama Administration today reversed course on the issue of school choice and vouchers, detailing an ambitious plan to create national school choice options through a competitive grant program for states.

“Unfortunately, I had not actually sat down and read the research on school choice and achievement for myself,” Obama admitted during a press conference this morning. “I trusted the counsel of those who supposedly had. I can admit when I am wrong, and in this case, I see that offering options to parents is not only changing lives, but, on a large scale, can lift our entire school system to new heights. That’s exactly what this White House is all about.”

Joined at the podium by Education Secretary Arne Duncan, the President outlined their proposal to launch a competition that, like its predecessor ‘Race to the Top’, asks states to collaborate with stakeholders to win gobs of cash. Only, this time, according to Duncan, “the stakeholders will not be teachers unions and school boards, but parents and students. We screwed up last time and relied on the input of those we thought had the best interests of kids in mind. We wanted urgency. What we got was a pile of promises that have not only been sitting in limbo for over a year, but in some cases abandoned entirely.”

Duncan also revealed that no outside consultancy would be accepted to boost the chances states have to win. “For ‘Race to the Top’, my staff was reading the same application over and over again. Only the state names changed.”

To prove his point, he brought up the winning applications of Maryland and Hawaii. “Honestly, we were just flipping coins at the end,” he said.

Details

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Wasn’t 2010 supposed to be the Year of Education Reform? ‘Race to the Top’ was going to transform the education landscape, ‘No Child Left Behind’ was to get a facelift, school turnaround options were going to transform our lowest achieving public schools…

How’d all that work out for everyone?

- Maryland and Hawaii winning ‘Race to the Top’ money? For what, exactly? They’ll be battling their unions until 2015 just to move the dial slightly on any of their promises.

- ESEA reauthorization during an election year? Good luck.

- At least we learned a few things about turnarounds, namely that they aren’t going to work unless the culture of a failing school is turned on its head.

Before we get accused of ending a year on a sour note, though, allow us to throw ourselves into the group of hopefuls looking to 2011 as a year that gets things done for our kids and for our schools.

Why the positive change of heart, you ask?

November.

Beginning next Monday, a new Congress just might leave substantive education policy decisions in the hands of those who have been getting the job done all along – Governors and state legislators.

And so, we end 2010 as many began, hopeful that substantive changes will come to our schools in the form of greater choice for parents, real rewards for our best teachers and accountability for those who steer the ship.

To help this process along, we offer up these 10 Education Reform New Year’s Resolutions for state lawmakers:

1. Increase the ability of higher education, mayors and other independent entities to authorize charter schools so more children have access to quality public school options.

2. Eliminate arbitrary and unnecessary caps on the number of charter schools that

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