Understanding Ohio’s Public Charter Schools

1. Understanding Ohio’s Public Charter Schools For questions, please contact: Marianne Lombardo Vice President, Ohio Alliance for Public Charter Schools (614) 744-2266 ext. 201

2. What is a Charter School? Charter schools, also known as community schools, are public, nonprofit, nonsectarian (non-religious), tuition-free schools operating independently of a school district, but under contractwith a Sponsor that has been approved by the Ohio Department of Education.

3. What is a Sponsor? Sponsors (sometimes called Authorizers) oversee charter schools. They approve the opening of new schools and monitor: • academic performance • financial operations • governance • compliance with laws and regulations, and • compliance with the terms of the contract Sponsors also provide technical assistance to schools and make decisions regarding renewal or termination. The Ohio Department of Education approves and oversees sponsors. Approved Sponsors include: 55 School Districts, 13 Education Service Centers, 6 Non–profit Organizations, 1 University, 1 University Designee, 1 Career Technical Center, 1 Joint Vocational Center, and the Ohio Department of Education.

4. Why do we have Charter Schools in Ohio? Ohio’s Charter Law passed in 1997 to: • Increase Innovation • Improve public education in the Urban 8: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown The Charter Promise: Greater autonomy and flexibility in exchange for greater accountability

5. There are currently 368 Public Charter Schools in Ohio ODE 2012 Annual Report and website

6. 70% of Charters are located in Ohio’s Urban 8 Map of Charter School Locations in Ohio Cleveland Toledo Akron Youngstown Canton Columbus Dayton Cincinnati Image from ODE 2012 Annual Report

7. How are charters and districts similar? Both must: • Follow all health & safety laws • Administer state assessments & receive a Local Report Card • Adhere to the same graduation requirements • Have highly-qualified teachers • Report data on staff, students, and finances to the State • Employ a licensed treasurer • Have governing boards that comply with open meeting laws • Admit all students (unless the contract states a specialized population, e.g., dropout prevention/recovery, or special needs) • Follow federal and state special education rules & regulations in accordance with contracts • Include teachers in the State Teachers Retirement System • Participate in financial audits by the Auditor of State

8. Some of the same state laws charters must comply with: Sections 9.90 (Purchase or procurement of insurance), 991 (Placement or purchase of tax-sheltered annuity for educational employees), 109.65 (Missing children clearinghouse), 121.22 (Public Meetings), 149.43 (Availability of public records), 2151.357 (Institution receiving children required to make report), 2151.421 (Reporting child abuse or neglect), 2313.18 (Employer may not penalize employee for being called to jury duty), 3301.0710 (Ohio Graduation Tests), 3301.0711 (Administration and grading of tests), 3301.0714 Guidelines for statewide education management information system), 3301.0715 (District board to administer diagnostic assessments – intervention services), 3313.472 (Policy on parental and foster caregiver involvement in schools), 3313.50 (Record of tests), 3313.536 (School safety plan for each building), 3313.608 (Fourth grade reading capability), 3313.6012 (Policy governing conduct of academic prevention/intervention services), 3313.6013 (Dual enrollment program for college credit), 3313.6014 (Parental notification of core curriculum requirements), 3313.6015 (Resolution describing how district will address college and career readiness and financial literacy), 3313.643 (Eye protective devices), 3313.648 (Prohibiting incentives to enroll in district), 3313.66 (Suspension, expulsion or permanent exclusion), 3313.662 (Adjudication order permanently excluding pupil from public schools), 3313.666 (District policy prohibiting harassment), 3313.667 (District bullying prevention initiatives), 3313.67 (Immunization of pupils), 3313.671 (Proof of immunizations), 3313.672 (Presenting school records), 3313.673 (Screening of beginning pupils for special learning needs), 3313.69 (Hearing and visual tests of school children), 3313.71 (Examinations and diagnosis by school physician), 3313.716 (Possession and use of inhaler), 3313.718 (Possession and use of epinephrine), 3313.719 (Food allergy protection), 3313.80 (Display of National flag), 3313.86 (Health and safety review), 3313.96 (Informational programs on missing children-fingerprinting), 3319.073 (In-service training in child abuse prevention), 3319.22 through 3319.31 (Licensure/certification of employees), 3319.313 (improper conduct by licensed employee), 3319.314 (Report of improper conduct of employee kept in personnel file), 3319.321 (Confidentiality), 3319.39 (Criminal Records check), 3319.391 (Applicants and new hire criminal records check), 3319.41 (Corporal punishment), 3321.041 (Excused absences for certain extracurricular activities), 3321.01 (Compulsory school age) 3321.13 (withdrawal or habitual absence of child), 3321.14 (attendance officer), 3321.17 (Attendance officer), 3321.18 (Enforcement proceedings), 3321.19 (Truancy), 3321.191 (habitual truancy), 3327.10 (Qualifications of drivers), 4111.17 (Prohibiting discrimination in payment of wages), 4113.52 (Reporting violation of law by employer or fellow employee)and 5705.391 (Board of education spending plan), Chapters 117 (Auditor of State), 1347 (Personal Information Systems), 1702 (non-Profit Corporation Law), 2744. (Political Subdivision Tort Liability), 3301 (State Teachers Retirement System), 3309 (Public School Employees Retirement System), 3314 (Community Schools), 3365 (Post-Secondary Enrollment Options Program), 3742 (Lead Abatement), 4112 (Civil Rights Commission), 4123 (Workers’ Compensation), 4141 (Unemployment Compensation, and 4167 (Public Employment Risk Reduction Program). Chapter 102 (Public Officers – Ethics) and section 2921.42 (Having an unlawful interest in a public contract). Must have a conflict of interest policy. *See OAPCS Charter Law Guidebook for further information

9. How do charters and districts differ? Charters: • Can be closed for non-performance by sponsor or by the state • Submit monthly enrollment & attendance data to receive payments • Depend on parent satisfaction & continued enrollment to stay open • Cannot directly access local tax dollars • Have governing boards that are appointed, not elected • Have some flexibility with the length of the school day and the school year • Have some flexibility with teaching licenses • Typically have limited extra-curriculars, such as sports • Must hold a lottery if oversubscribed • Are typically less likely to be unionized • Do not have access to Ohio School Facilities Commission (OSFC) funding, while Districts have accessed nearly $5 billion in the last 5 years to modernize classrooms

10. Enrollment • Both districts and charter schools can choose to serve: • students that live in the resident district only, • students that live in the resident district and in nearby districts, or • students that live anywhere in the state. • 80% of all Ohio Districts participate in Open Enrollment • 63,000 students attend a district school outside their resident district through Open Enrollment

11. 116,000 students attend Charter Schools in Ohio 116,000 students represent 6.4% of Ohio public school enrollment eSchool students are 33% of charter enrollment ODE 2012 Annual Report

12. Type of charter schools: Structure

13. Type of charter schools: Delivery

14. Type of charter schools: Management

15. Type of charter school: Program or Focus

16. 87 Dropout Recovery/Prevention Schools*(25% of all charter schools; 13,000 students) 31 District Conversion schools 56 Startups • Serving At-Risk Students, who: • Are age 16-21 • Are behind grade level or have crises that interfere with their academic progress • Must pass the OGT • Will each have an Individual Career Plan • Will be provided counseling and support • Have received consent to graduate without Ohio core curriculum • Are held to new Alternative Accountability Standards * 71 with ODE approved waivers

17. 35 schools serving children with Special Needs (10% of all charters; 4,000 students) 3 Autism Schools • Oakstone, Autism Model, and Autism Academy of Learning 32 schools where greater than 50% of students have an Individualized Education Plan • 26 Summit Academies (ADHD, Asperger’s and related disorders), • Tomorrow Center, • Lighthouse (child welfare system/mental & emotional health), • Virtual Schoolhouse, • Mollie Kessler, • Constellation Outreach (students with physical disabilities) • Protected from automatic closure

18. The “No Excuses” Model An education philosophy that every student, no matter his or her background, is capable of high academic achievement and success in life. 1. High behavioral & academic expectations (college preparatory) 2. More time on academics (longer school day/year, Saturdays) 3. Human capital policies based on student achievement 4. Regular assessments and data analysis 5. Focus on school culture and citizenship Examples: KIPP, Columbus Collegiate, Entrepreneurship Preparatory School, Columbus Preparatory Academy, I CAN Schools, Dayton Early College Academy, and The Charles School at Ohio Dominican University.

19. Goal: Close the Achievement Gap Cleveland’s Entrepreneurial Preparatory School, with 92% African American students and 86% economically disadvantaged students, outscores state averages.

20. Closing the Achievement Gap In 2009, 91% of non-disadvantaged white students passed the 10th grade math assessment, while 55% of disadvantaged black student passed, for a 36 point achievement gap. In 2011, the gap was unchanged. However, at HORIZON SCIENCE ACADEMY, 93% of disadvantaged black students passed the assessment, a higher rate than non-disadvantaged white students statewide.

21. Arts Infused Education Teaching through the arts • stimulates imagination & creativity • strengthens problem-solving and critical thinking skills • builds self-confidence and self-discipline • nurtures important values, including team-building, respecting alternative viewpoints and appreciating different cultures and traditions Examples: Toledo School of the Arts, Arts & College Preparatory Academy, Falcon Academy of the Arts, Constellation Schools: Eastside Arts Academy and Westside Community School of the Arts.

22. Expeditionary or Experiential Learning “Live your education” • inspire the motivation to learn • engage teachers and students • creative, curious & project-based • service learning & internships • self-discovery through adventure/challenge • real world experiences & applications of learning • school culture has “Crew” or community concept • students become leaders of their own learning • Associated with the National Expeditionary Learning Network (Outward Bound) Examples: Graham Primary, Middle and High Schools, and Citizens’ Leadership Academy.

23. The Intergenerational Schools • Multi-generational communities • Children learn in a time frame suited to their individual capabilities (ungraded) • Learning is a lifelong process • Knowledge is socially constructed • Students progress through stages • Examples: The Intergenerational School and Near West Intergenerational School (both in Cleveland)

24. Math & Science • Prepare students for college and careers focusing on math, science and technologies • Multicultural experiences/International dinners • 95-100% college acceptance rates • Science Fairs • College visits • Chess team Examples: 20 Horizon Science & Noble Academies, Bio-Med Science Academy, Cincinnati State STEM Academy, and Hamilton County Math & Science.

25. Why Do Parents Choose Charter Schools? • Desire a safer and more orderly school environment • Want a higher quality education than in-boundary school • Want better communication and a better relationship with their child’s school • Want a more familial and personalized school environment • Escape bullying and negative peer influence (50% of eschool students report “bullying at their previous school” as a reason for choosing online education) • Want the program offered (Arts, Early College, Experiential, etc.) • Meet medical, therapeutic or special education needs • Need flexibility for travel, training or work (athletes, performers, farming families) • Seek continuity (students in foster care or with housing instability) • Seek socioeconomic and/or racial diversity • Meet cultural considerations (new immigrants) See “Why do parents in Columbus choose charter schools?” kidsohio.org, 2005

26. Who Attends Charter Schools?

27. Comparing ethnicity at eSchools and Brick & Mortar charter schools Brick & Mortar schools ODE 2012 Annual report

28. Slightly higher percentage of Special Education Students in Charter Schools ODE 2012 Preliminary results

29. Much higher percentage of Economically Disadvantaged Students in Charter schools ODE 2012 Preliminary results

30. How do Charters Perform?

31. But, Overall Ratings include the Dropout Recovery and Special Education schools and compares highly impoverished charter students to students in wealthy districts. It is more appropriate to compare high poverty Urban District schools to high poverty Urban charters*. 24% are doing well Nearly half (46%) are failing 40% are doing well Nearly one third (31%) are failing ODE 2012 Preliminary results * Excluding Dropout Recovery and Special Education schools

32. When comparing urban schools, Charter schools* outperform District schools * Excluding dropout recovery and special education schools ODE 2012 Preliminary results

33. Charters perform well on “Value Added” or learning gains ODE 2012 Preliminary results

34. Public Education in Cleveland (2012) • 26% of Cleveland students attend a charter school • 60% of students (35,000) attended a failing school (64% of district schools and 26% of charters were rated “D” or “F”) • 6 (of the 98) district and 9 (of the 57) charter schools were rated A or A+ • 8% of students attended a highly-rated building (charter or district) • 5 of the Top 10, rated by Performance Index, are charter schools • John Hay Early College (113.3)* • John Hay Science & Medicine (109.7)* • Citizens Academy (106.3) • John Hay Architecture (104)* • Whitney Young Gifted (104)* • Valley View ES (104) • Constellation: Old Brooklyn ES (103.6) • The Intergenerational School (102.9) • Horizon Science HS (102.6) • Constellation: Old Brooklyn MS (101.3) • Charter schools in bold. • * selective admission Fordham Institute, 2012.

35. Public Education in Columbus (2012) • 22% of students attend a charter school • 50% of students (30,000) attended a failing school (51% of district schools and 41% of charters were rated “D” or “F”) • 5 (of the 117) district and 4 (of the 66) charter schools were rated “A” • 5% of students attended a highly rated school • 4 of the Top 10, rated by Performance Index, are charter schools • Columbus Preparatory Academy (111.1) • Clinton Elementary (109.1) • Arts & College Prep (107.6) • Columbus Alternative (106.3)* • Colerain (103.4) • Oakstone (99.9) • Gables (99.8) • Charles School @ ODU (99.8) • Indianola Informal (99.7)* • Winterset (98.6) • Charter schools in bold. • * Lottery school Fordham Institute, 2012.

36. Public Education in Dayton (2012) • 29% of Dayton students attend a charter school • 53% of students attended a school rated “D” or “F” (70% of district schools and 28% of charter schools) • Zero (0) school buildings – none of the 26 charter or 30 district schools – were rated Excellent 6 of the Top 10, rated by Performance Index, are charter schools ISUS Institute of Construction (100) Mound Street Military Careers (99.3) Dayton Early College Academy (99.1) Mound Street IT Careers (98.5) Stivers School for the Arts (98.1)* Pathway School of Discovery (95.2) Horace Mann PreK-8 (89.4) Emerson Academy (89.2) David Ponitz Career Tech (89.0)* Charity Adams Earley Girls (87.1) Charter schools in bold. * Selective admission Fordham Institute, 2012.

37. How does Funding work? The resident district receives State, Local and Federal Funding for all public school students residing within district boundaries. When a student enrolls in a charter school, $5,704 as the State minimum Foundation funds, as well as any poverty based and/or special education funds follow the child to the charter school. Federal funds are redirected to the charter through the Department of Education. Disparity of about $2,000 per student • District • Local Funds • State Funds • Federal Funds • Averaging $10,614 Total Revenue • Charter School • State Funds • Federal Funds • Averaging $8,525 • Total Revenue ODE iLRC Revenue and Expenditures, Revenue per Pupil (District) and CUPP report, 2011

38. Common Questions or Misunderstandings.1 “Charters are for-profitbusinesses.” FACTS: • All Ohio charter schools are organized and governed by a non-profit board. The board can purchase services, just as any school board in Ohio can. Services may include a Management Company that runs the daily operations of the school. • In Ohio, about 1/3of all charters are operated by a for-profit company, while 2/3rds are operated by a not-for profit company, are associated with a district, or are “stand alone” “mom and pops” that perform daily operations on their own. • Many think the outcome or quality of the school is more important than the organizational structure. Some of the highest performing schools in the state are managed by a for-profit management company.

39. Common Questions or Misunderstandings.2 “Charter schools are private schools funded with public dollars or are a part of a strategy to privatize education” FACTS: • Charter schools are tuition-free, public schools, open to any child. They offer public school choice to families that can’t afford private school. • Charter contracts are publically accessible on the ODE website. • Charters follow the same laws as traditional schools, including testing, special education, health and safety, and due process for expulsion. Compliance with rules and with use of funds is monitored by the sponsors, by ODE and by the State Auditor. • Charter teachers are licensed and are part of the State Teachers Retirement System. • In some areas, such as Cleveland, charters and traditional district schools collaborate to offer options that meet the individualized needs of every child.

40. Common Questions or Misunderstandings.3 “Charter school aren’t accountable to the public.” FACTS: • All charter schools are visited by ODE and their Sponsor to assure compliance with state and federal laws. • All charters are audited by the State Auditor and reports are available on the Auditor’s website. • All charters must demonstrate their effectiveness to be renewed. • Charters are actually more accountable than traditional district schools because they can be closed by their sponsor or by the state for violations of safety, having inauditable records, not functioning in an economically responsible way, or for poor academic performance. • The Local Report Card for every charter school is viewable on the ODE website in the same way that traditional schools are. • If a parent is not happy with the charter school, they can choose to remove the child from the school.

41. Common Questions or Misunderstandings.4 “Charter schools are anti-union.” FACTS: • Some charter schools are unionized. Nationally, about 12 percent of charter schools have collective bargaining agreements with teachers.  • In Ohio, most conversion charter school teachers remain a part of the district’s collective bargaining unit. • Start-up charter teachers can form a union if they desire, but most in Ohio have not.  • Many charter schools innovate in ways that might be prohibited under collective bargaining agreements, such as extended school days and flexibility in teacher staffing. • Some charters very purposely create work environments where teachers have a great deal of autonomy and participate in decision-making.

42. Common Questions or Misunderstandings.5 “All charter schools are bad!” or “All charter schools are great!” FACTS: • Some charters perform very well, some perform average, and some perform very poorly. • It is important to acknowledge that nearly one-third of Ohio’s charter schools are held to an alternative accountability framework because of the unique needs of the population they serve (dropout prevention/ recovery of special education). Having an alternative accountability for special population schools is necessary and common in other states. • Most charters are located in high poverty neighborhoods that have historically low academic achievement, thus fair comparisons should involve similar students.

43. Common Questions or Misunderstandings.6 “Charters take money away from local school districts.” FACTS: • Funds raised through state and local taxpayers for education are dedicated to children, not districts. • Charter school students receive the state minimum foundation funds of $5,704, plus any poverty-based or special education funds. • Even with the funding “following the student,” charter schools receive less funding for each student than a school district would if it were to serve the same student. • Charters are the only public schools that don’t receive any public funding for facilities. They must pay for their buildings from their operating budgets, taking dollars away from students. • Charter school parents pay state and local tax dollars just the same as traditional district parents.

44. Common Questions or Misunderstandings.7 “Charters are excessively strict” FACTS: • Some charters (the “No Excuses” schools, for example) hold a philosophy that learning, especially for students with extreme challenges in their lives, happens best in very secure, orderly and disciplined environments. Students in these schools wear uniforms and are held to high behavioral and academic expectations. “No Excuses” schools model themselves after the best private schools in the country and encourage student aspirations and skills so that they are prepared to attend highly rated secondary and post-secondary institutions. • Other charters follow other types of educational missions and approaches, such as a focus on the Arts or Experiential learning.

45. Common Questions or Misunderstandings.8 “Charters are hard to get into, select their students, don’t take Special Education students and/or expel difficult students.” FACTS: • Charters are not magnet, selective or private schools. They cannot discriminate based on race, gender, religion or academic ability. • Charter schools are under the same state and federal obligation to provide special education services as other public schools. • Both traditional district school and charter schools can expel students. Charter students have the same rights to due process as traditional public school students.

46. Common Questions or Misunderstandings.9 “The military and colleges view a charter school diploma as substandard to a traditional school.” FACTS: • College admissions offices are aware that Ohio’s charter school diplomas require the same graduation standards as traditional district schools. • Many charter school students go on to college, including prestigious ones. • Thanks to recently passed legislation, the Department of Defense announced in June of 2012 that students who attend virtual/distance learning programs and receive a score of at least 50 on the Armed Forces Qualification test will now receive Tier 1 enlistment priority—just like students who have attended traditional high schools. 

47. Questions about any of the information here? Please contact:Marianne LombardoVice President, Ohio Alliance for Public Charter Schools(614) 744-2266 ext. 201 • Questions about charter school law? Check out the OAPCS Charter Law Guidebook (last updated 11/2012) http://www.oapcs.org/files/u253/Sept__20__OAPCS_CLawGB_2012.pdf