Category: Charter Schools

Guest Voices: Maatie Alcindor on NorthStar Academy

Maatie Alcindor is originally from Cambridge, Massachusetts, but has been a New Jersey resident for the past 16 years.  For the past 15 years, she’s been working in the pharmaceutical industry.  She is the single mother of one 20 year old son and of “Bob da Dog.”  I first encountered Maatie in a local issues discussion group on Facebook, as we live in the same town.  The subject of charter schools had come up, and in her posts in that group, Maatie told some of the story she tells here today.  We have never actually met in person, but I was so moved by her story in the discussion group, that I messaged her to ask if she’d be willing to write her story up for wider distribution via my blog and beyond.  She agreed.  Below is Maatie’s story — as she tells it — about her son’s middle school experience at a NorthStar Academy charter school in Newark, New Jersey (part of the Uncommon Schools charter network):  

We were residents of East Orange, NJ the spring before my only child started the 5th grade.   At the time, my son was attending fourth grade at the East Orange Charter School and we loved it. Unfortunately for us East Orange Charter only went up to the 4th grade. Through the NJ State Education web page I found out that the highly touted North Star Academy (NSA) Charter School in Newark was opening a middle school in North Newark not far from my East Orange home!  Soon after, some friends and I attended the prospective parents meeting for the new North Star Academy Middle School.

And that is where the trouble began. From the very first meeting I knew something was not right. I did not like the way we were spoken to but I thought to myself… give them a chance. The successive meetings did not change my initial uneasy feeling toward the administration. We were given application packets and advised that we the parents had to drop off the completed forms. If not, the application would not be accepted. It was explained to us that if we were serious about our children’s education we would make the time to submit the applications ourselves. No other people would be allowed to deliver the packets for us. Even when parents explained that due to their work schedules it would be a problem to bring in the forms, NSA said no accommodations would be made. Imagine my irritation when I arrived at the downtown Newark location to submit my application and was told to just drop it in a bin (no one was there to confirm the submission). There was no reason to force parents to take time from work to simply drop an envelope in a tray; it was just a test of our commitment to follow the schools rules.

We were told to expect 2-3 hours of homework per night and extensive homework packets during weekends and vacations. I expressed concern that the amount of work seemed a lot for an 11 year old child and left no time for other activities or family time.  It was basically inferred that if I cared about my son’s future I would follow their program or find another school and watch him fail. Rules of conduct while in school were even more concerning. Throughout their day the students would get in trouble for such things as talking in the hallway, missing or incomplete homework, uniform pants not being the right shade of beige and the dreaded “not tracking the speaker with your eyes.” Yes, the children would get in trouble for not looking directly at the teacher during their lesson. Even during lunch there were more opportunities to get detention including talking too loud and talking when the principal entered the lunch room. They were expected to stop talking if the principal walked into the lunch room!!!!! Detention was usually an hour meaning that during the winter months the kids that were let out around 4:30 or 5:00 pm which left them to navigate home in the streets of Newark alone by either walking or public transportation after dark.

Though the Vice Principal came across genuine and caring; I found the Principal to be indifferent to parental concerns. The school’s Parents Council was viewed as a “social group” by the school administration and did not influence school policy in any way.  The school secretary habitually did not answer the office phone and was apathetic to parents’ requests to pass information to our children.  Messages for children about changes in pickups or where they were to go after school were routinely responded with “If I see ‘em I’ll tell ‘em” (a lot of times she didn’t “see ‘em”).   We were expected to trust their every action without question. For example, the 5th grade class trip was to Florida Everglades. When I asked which airline they would be flying with I was repeatedly told to just drop my son off at the school and that he would be traveling to the airport with the group. When I went to the Principal directly and asked for the flight information… his reply was that I was having separation anxiety and that I had all the information that I needed to know. I did not allow my son to go on that trip. The following years the Vice Principal and some of the teachers did their best to keep me informed of trip details.

My feelings for charter schools in general are a little more ambiguous. I hated the North Star model but I think if done right there may be a place for charter schools. North Star’s main issue was lack of engagement with the community. It was a school in the community but not of the community. To be honest it felt very racist though I do not think they thought of themselves as racists. The principal took on the air of an overseer, our children were no longer our own but property of NSA to be raised by their rules of behavior. On several occasions I witnessed the surreal scenes of all white “board members” that would come to visit the school smile as the children would beat the African Style drums to call every one to morning circle. The board members seemed very pleased to watch the call and response exercise as the white Principal walked around to check the uniforms of the school’s all black and Hispanic students. Later I asked the Principal why as American citizens the children didn’t just do the Pledge of Allegiance as in any other school? I was told mockingly, that since we were African Americans, the drums represented our history. I advised him that I went to school with predominantly Irish Americans and we never started the day with Celtic music or Toe Dancing.  With only one black teacher on staff at the time I wondered who gave them their ideas.

Parents and students who questioned the school’s methods were seen as discipline problems and were treated accordingly. The work load was assigned as a way to take up their free time. Parents desperate not to have their children end up in the gang infested neighborhood schools were willing to compromise their authority and hand their kids over to NSA with the promise of college dangled continuously in front of them. Those who went on to the NSA Preparatory High School found more of the same heavy handed tactics as before. Most of the male students left for other schools before making it to 12th grade.

The idea of Charter school was appealing to me. We had such a great experience his fourth grade year at East Orange Charter School and we wanted more.  North Star Academy was a nightmare and a decision I will always regret. In 2009, my son was part of the first eighth grade class to graduate from North Star Academy Middle School. That fall we moved to a different town but his four years at North Star had done its damage.  My son’s freshman year in high school was very hard for him. In spite of the hours upon hours of homework that he endured at North Star Academy he did not have any real study or note taking skills. North Star normally gave them their notes and study sheets but did not allow for any independent thinking.  For several years he had trouble engaging in class due to North Star’s passive learning style of teaching. Where North Star allowed for him to repeatedly take the same test over and over in order for them to record the most acceptable score, he was frustrated by the fact this was not the case at his new school. My son is now in his third year of college and he is on track to graduate with his Master’s Degree in Environmental Science in two years. It is a shame that he thinks so poorly of those middle school years and usually uses an expletive to describe his experience. My feeling is mutual. 

 

 

The Reality Television Paradigm of All-Charter School Systems

Today, the New York Times  Sunday Review published an Op-Ed about the farce that is the so-called “New Orleans” charter school miracle.  You should go read it.  A quote:

“There is also growing evidence that the reforms have come at the expense of the city’s most disadvantaged children, who often disappear from school entirely and, thus, are no longer included in the data.”

The quote is absolutely on target.  Further, let’s talk about the logical results of how even a properly functioning (according to the charter cheerleaders) all-charter school district would work.  By definition, a charter school is one that is intended to trade results for regulation: that is, We the Public eschew traditional regulation over watching how our public dollars are spent by the charter (which is governed by a private board, usually impervious to OPRA/FOIA requests and the like) in exchange for producing “results” — i.e., high scores on standardized tests from its students.  If a particular charter school isn’t producing results by the end of its initial charter period, in theory the state and/or the chartering entity should be shutting that school down.

But the logical conclusion of that paradigm is a two-tiered system of charter schools.  The so-called “high-performing charter schools” (e.g., the KIPPs, the Uncommon Schools, the Success Academies, the Green Dots, etc.) will figure out the formula for magically skimming-off as many of the high-performing kids as possible, and so their test scores will reflect the “results” the charter authorizers demand.  But the rest of the charter schools, the B-squad charter schools of virtual charters, for-profits, mom and pop charters, less savvy charters, etc. — they are far less likely to have figured out, or, if they’re ethically run, to have wanted to figure out, the secret-sauce for creaming off those most likely to perform well on the standardized tests and quickly counseling out the rest.  And so, instead, if the all-charter system functions as it is supposed to, after 3 years or 5 years or whatever, the B-squad charters schools will be shut down.

But what happens to the children who attended those B-squad now-shut-down charter schools, and/or those who are pushed out of the high-performing charters?  Well, their educations are disrupted, over and over again, as they are shuffled from low-performing school to low-performing school. Their former schools shut their doors, over and over again.  But new low-performing charter schools will continue to open in the wake of those that keeping closing: after all, until they drop out, the students of the low-performing charter schools need to be housed somewhere.  For those relegated to the low-performing charter network, their chances to build communities around their schools are low, as even their schools are transient: heck, even if they do manage to graduate, many of their alumni won’t even have a school in which to hold a reunion ten or twenty years from now, because the iterations of the schools they attended will no longer exist.  And that disruption, that lack of community, that being shunted around from low-performing school to low-performing school, that will make them less likely to graduate, less likely to be able to overcome the already-substantial long odds that accidents of demographics, the dark side of poverty, have placed in their way.

As evidenced by this article, an all-charter school system is a way to write-off our most challenging children, the ones that each and every one of us should look at and say that as citizens of this country, it is truly our moral responsibility to make sure that these children have every opportunity we can give them to break the cycle of poverty, because the American Dream is truly dead if a significant subset of our community has no way to succeed.  But the way to keep the American Dream alive is to ensure that We the People provide our most vulnerable children with opportunities to attend well-resourced, integrated, stable schools that won’t disappear on them, sometimes mid-school year.  It is not to keep pulling the educational rug out from under these children, every two, three, or five years.

But the charter cheerleaders, they say that closing down the low-performing charters, that’s evidence of success, because closing down low-performing charters is how the charter system is supposed to work: that’s how you hold the poorly performing schools accountable, by shutting their doors when they don’t perform.  The charter cheerleaders, however, don’t realize, if they’re naive, and don’t care, if they’re cynical, that closing down one low-performing charter means opening another one in its place.  After all, the low-performing students of the low-performing charters are those who aren’t savvy enough to game and navigate the incredibly complicated systems privatization brings.  Instead, intentionally or not, they are shunted around from one substandard education experience to another until they simply give up and drop out, or, if they do graduate, graduate with substandard skills and substandard opportunities.  The narrative that shutting down low-performing schools works is a narrative that is either incredibly naive or incredibly cynical.  What that narrative isn’t, however, is a narrative that serves kids — all of our kids — well.

That narrative is, however, as Michael Petrilli over at The Thomas B. Fordham Institute implicitly admitted last winter, a narrative that distinguishes between our country’s deserving students, the deserving poor, and the un-deserving poor, who, at best, deserve, according to Petrilli and his allies, to be housed in a substandard world of alternative schools until they are eventually released from the system, likely into also-privatized prisons.  Petrilli’s vision is one that reflects the worst values of the Industrial Age we thought we had left behind, the “Hard Times” of a Dickensian dystopia in which some children are stuffed full of “facts, facts, facts, nothing but facts, ma’am,” and slated for success, and the others, well, the others simply aren’t our concern.

All of our children deserve better than this.  All of our children deserve access to stable, caring, well-resourced, community schools that aren’t going to disappear on them at the whim of some bureaucrat, whether or not they “perform” on the asinine boondoggles that are today’s high-stakes standardized tests.

I, for one, say no thank you to the logical consequences of an all-charter school system, as any moral citizen of this country should agree.  That isn’t to say that our truly public school systems can’t do better.  Certainly, in many of our communities they can and should (especially if We the People actually provide them with the resources they need in an equitable fashion). But the answers to the real problems of poverty and deprivation are not privatization and prison.  Or, to put it another way, publicly-funded education shouldn’t be a real-life version of reality tv in which those who are savvier win the immunity challenges, and the less-savvy are voted off the island.