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Press Releases

Arizona Charter School Leaders, Advocates Visit Gov. Ducey and Legislators

Third Annual “Charters at the Capitol” celebrates school choice, empowers students and families

Today, public charter-school leaders and advocates from every corner of Arizona turned out for the third annual “Charters at the Capitol” – a day-long celebration of Arizona’s charter movement and its vital, growing role in strengthening public K-12 education.

Charter leaders representing students and families from every legislative district in Arizona participated in the event, meeting with Governor Ducey and dozens of legislators. Additionally, 2016 Charter Teacher of the Year Richelle Lewis, of American Leadership Academy-Queen Creek, made a presentation to the Senate Education Committee.

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Education Blog

ALTERNATIVE SCHOOLS: JUST THE FACTS

As the debate over a new accountability system for Arizona rages on, alternative schools across the state are facing the unknown for how their educational philosophies and outcomes will be measured in the years to come. Alternative school accountability methods are anticipated in August 2017, but who are these alternative schools, and whom are they serving? This month, the Association examines these Arizona schools that often go overlooked, and their role in the state education system moving forward.

Our research shows two notable facts:  (1) from 2012 to 2015, alternative schools – both district and charter – have seen rising four- and five- year  graduation rates, and (2) the number of alternative schools and number of students enrolled in alternative schools have declined since 2012 by 18% and 16%, respectively.

WHO ATTENDS ALTERNATIVE SCHOOLS?

Alternative schools are defined as schools that serve specific populations of at-risk students. “At risk” is defined in statute as a student who meets any one of six categories- documented disruptive behavior, dropout,  struggling academically, adjudicated, primary care giver or ward of the state.  In addition, it is estimated that alternative schools – which are predominantly charters – serve a higher percentage of racial minorities, English language learners, free and reduced lunch populations, and special education students than the state average.

Although 43 states and the District of Columbia have formal definitions of “alternative education,” there are significant variations across state borders. Some states’ alternative schools offer regular instruction, social skills support, career education, or behavioral services, while others’ do not. In general, though, alternative education programs are developed to serve students who are unable to benefit from “traditional” school programs; this can include those with behavioral problems, those who have dropped out, or those with chronically poor attendance.

Arizona has its own set of rules as to who an alternative school is meant to serve, which includes students who are more than one year behind in academic credits, adjudicated students, or students who have dependents. A full definition of Arizona alternative schools and school populations can be found here. Arizona schools must request Alternative School Status through the department of education, and adhere to guidelines set forth by the state.

In line with the very mission of alternative schools, it follows that compared to statewide averages, a higher percentage of at-risk students are being served by alternative schools.

At-Risk Populations in Alternative Schools

In addition, the Association estimates that alternative schools are serving a higher percentage of black and Latino students than the state average, but a lower proportion of white students than the state average. Due to the often-small populations within alternative schools, much of the data regarding race and ethnicity was redacted from pubically-available files. The below table represents an estimate of alternative school composition, based on available data.

Estimated Ethnicities for Alternative Schools, Compared to Arizona State Averages

TRENDS IN ALTERNATIVE SCHOOLS

In the past five years, the number of alternative schools in Arizona has been declining, along with enrollment. Interestingly, the number of charter alternative schools has stayed relatively stable during the time period, while a reduction in the number of district alternative schools has fueled the waning trend within the sector. This phenomena may be partially explained by the Arizona Department of Education’s alternative school application process which began in 2014 and required both a formal application, verification and auditing of student data.  It is unclear whether the decline is a function of rejected or reduced applications to the state.

The enrollment data for alternative schools looks similar to the above graph; there were close to 30,000 alternative students in FY12, but that number has since fallen to 23,170 in FY16.

It should be noted that from 2012 to 2015, alternative schools – both district and charter – have seen rising four- and five- year  graduation rates. The department of education reports graduation rates over the span of four to seven years for each cohort of potential graduates that enter high school within a given year. That is, students can be reported as graduates in four years (most typical), five, six, or even seven years. The difference between four-year to seven-year graduation rates is an especially critical difference for alternative schools, who often work with former dropout students or students with dependents. For the purposes of this blog, the Association examined four- and five-year graduation rates within alternative schools[1] over the past four cohorts of incoming high schoolers. We found that for the 2015 cohort, an average alternative school graduated 38% of its eligible students in four years. Given that same cohort, though, alternative schools, on average, had graduated 49% of their students over the course of five years. The below graph shows how average graduation rates in alternative schools have increased over time for all alternative schools:

WHAT IS NEXT FOR ALTERNATIVE SCHOOLS?

The A-F letter grade accountability system for public schools, including alternative schools, was put on hold after the 2014 results.  Alternative schools are subject to different performance criteria than traditional schools; their accountability labels also differentiate them as alternative schools, i.e.,  “A-ALT” or “B-ALT”.  The 2017 A-F accountability systems will continue evaluating traditional and alternative schools separately.  Given the relative number of alternative schools it’s not surprising that little time has been spent on the development of the alternative school framework.

In terms of alternative schools in the larger educational landscape, it’s interesting to see the potential impact that an accountability policy decision (application and enrollment audits) had on both quantity and quality of a particular school type.  These data suggest that a corresponding reduction in the number of alternative schools positively impacted the overall quality as measured by increased graduation rates.  Is it this simple? Could a straightforward application and student enrollment audit weed out poor performing schools? Certainly, these data can’t confirm this hypothesis but it does beg the question.

 

Footnotes and References

[1] Data on six- and seven-year graduation rates is currently not posted on ADE’s website. The Association reached out to the department of education for the data, and as of this blog’s press time, the data had not been obtained.

 

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Association Blog

North Pointe Student Creates Lasting Memories with School Television Show

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When Alexis Limon was chosen to host North Pointe’s preptv morning show this year, she knew would gain a wealth of knowledge, experience and excitement. However, she had no idea that her stint as a reporter would take her across the country to interview people from various backgrounds. Limon joins the Association as a guest blogger to describe how the experience changed her life.

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Association Blog

Why I Teach: Charter Teachers Share their Experiences with Legislators

For the second year in a row, state lawmakers have sought to highlight the positive happenings in Arizona’s schools by inviting teachers to speak at the capitol.

Charter teachers have played a prominent role in these presentations, with Rep. Paul Boyer, chairman of the House Committee on Education, working with the Association to bring some of the best charter educators to the legislature.

So far, four charter teachers have shared their love of teaching with legislators.

Mary Ellen Lee, a math teacher at Leading Edge Gilbert Early College, was the first teacher to appear before the committee late last month.

Lee is an expert on charter schools and school choice, as she was raised by the co-founder of a charter school, and attended charters as a student from elementary through high school.

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Press Releases

Charter Association Statement on Senate Confirmation of Betsy DeVos

Eileen B. Sigmund, Arizona Charter Schools Association President and CEO, released a statement today in response to the Senate’s confirmation of Betsy DeVos as U.S. Secretary of Education:

“With the Senate’s confirmation of Betsy DeVos as U.S. Secretary of Education, we are sending to Washington a true champion for quality educational options available to every student and family.

“Ms. DeVos is a proven leader who will fight for education reform that works – just as she has done for nearly three decades. That means putting students over special interests, expanding access to high-performing schools, empowering parents and loosening the federal government’s grip on education policy decisions that are better left to local officials.

“The Arizona Charter Schools Association congratulates Betsy DeVos on her confirmation, and looks forward to working with her to ensure every child in this country has access to a quality education.”

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Association Blog

Arizona Celebrates School Choice with Statewide Events

National School Choice Week is a time to celebrate Arizona schools – public, private, home or online – and let our schools take center stage. About 1,000 schools throughout the state signed up last week to host events commemorating school choice. Here are highlights from some of the bigger celebrations throughout the state.
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Education Blog

ARIZONA RANKS 49TH IN EDUCATION FUNDING – HOW DID WE GET HERE?

While acknowledging Arizona K-12 funding is low compared to the national average, Governor Ducey in his state of the state provided policymakers 15 points to make Arizona more competitive for our educators and students.

But how low is our per-pupil funding compared to other states? And how long have we ranked near the bottom of the nation?  In this month’s blog, the Association compiled historical school funding metrics to evaluate how Arizona stacks up against other states in terms of funding per pupil, pupil-teacher ratios, and school size. In terms of school funding – we won’t mention hair styles – the ‘80s were great. Arizona funded its schools at levels slightly above the national average. Unfortunately, Arizona now is skimming the bottom of the funding barrel. Arizona boasts some of the largest teacher-student ratios while its school sizes near the national average.

Funding Per Pupil

The National Center for Education Statistics reports that in the late 1980s, Arizona funded its public schools at the national state average in terms of per-pupil revenues. But in the 1990s through the 2000s and up until the most recent data available (2013), Arizona slipped to “bad” and then to “worse”, becoming one of the lowest funded public education systems in the country, on a per-pupil basis.

The last complete revamping of Arizona’s school finance system occurred in 1980. At that time, policymakers sought to limit local tax liabilities while “equalizing” funds between school districts to ensure a degree of equity. Besides annual skirmishes regarding school funding at the Legislature, Arizona has litigated the funding formula over inflation, capital improvements and maintenance, and funding our English language learners.

In 1994, Arizona lawmakers established a system of charter schools, separate from school districts and with a completely different school funding system. The narrated video below provides a national look at how states fund students, on a per pupil basis. On the left, a bar graph illustrates the state-by-state differences in funding in absolute dollars. On the right, the same information is displayed, but in map form. Click play to see how funding changes for each state over time, from 1987 to 2013.

For an interactive dashboard of the state-by-state funding per pupil video, click here. The dashboard allows for a more detailed look at each state or each year of the video.

In the final year of the above video (2013), the inter-mountain West (Arizona, Utah and Idaho) settled in as the lowest public school funding in terms of per-pupil dollars. Though Arizonans passed a number of funding initiatives (Proposition 301 in 2000, Proposition 123 in 2016 and scores of local district bonds and budget overrides), the per pupil downward slide continued.

Pupil-Teacher Ratios

Teachers and teaching staff are the largest expenditure in Arizona’s school system.  Not surprisingly, Arizona and other states in the bottom quarter of per-pupil revenue distribution tend to have larger class sizes.

In the narrated animation below, state per-pupil funding is plotted against student-teacher ratios for all states, and tracked over time. From these data, it is unclear how the rumored impending teacher shortage crisis plays out as a cause or a symptom of relatively large class sizes and low revenues. As of 2013, the western states of Utah, Arizona, Nevada, California, Washington, and Oregon had established themselves as a cohort of states having the highest pupil-to-teacher ratios, and some of the lowest per-pupil funding.

 

Average School Size

Arizona has been above average in the number of students per school site over the years.  Though the national average school size has shrunk, Arizona is still above the national average. Given the state’s funding mechanism, historical interests for smaller learning communities and Arizona’s robust school choice movement, it is not surprising that extremely large schools, with relatively low per-pupil administrative costs, have not manifested. In fact, Arizona’s school sizes were larger before Arizona allowed charter schools in 1994. As charters grew in number, Arizona average school sizes have shrunk incrementally, nearing the national average.

Despite this trend, in 2015, Arizona lawmakers voted to eliminate “small school weights” for charter schools that are part of a network , even if the schools are located far apart. Arizona is scheduled to completely eliminate small school weight funding for charter schools during this legislative session.

For an interactive dashboard of the average school size video, click here. The dashboard allows for a more detailed look at each state or each year of the video.

Conclusion

Arizona wasn’t always competing for last place in terms of school funding.  As recently as the 1980s, Arizona spent at the national average per pupil.  In less than thirty years, Arizona’s relative ranking has dropped by double-digits, despite more than doubling the state’s per pupil allocation to schools. Failure to keep up with the national trends in school funding has serious consequences for Arizona’s education system. First, Arizona has some of the highest student-teacher ratios compared to other neighboring states. Second, Arizona’s school sizes are shrinking closer to the national average. This meeting in the middle means that, on average, Arizona’s schools are cramming more students into classrooms to maximize the resources that the schools receive.  It is unclear how long Arizona’s education system can keep this up.

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Charters Changing Lives

Mary Ellen’s Story

How A Charter School Education Expanded Opportunities for an Arizona Student-turned-Teacher

Mary Ellen Lee knows firsthand about the flexibility and innovation that have become a hallmark of charter schools.

Lee is the daughter of a charter school principal, a product of choice as a charter school student, and now is an innovative charter teacher who provides her students with the same high quality education she had as a child.

“I think the exciting thing about growing up in a charter school is that I experienced so much diversity. Instead of going to a school that was bound by location, I went to a school that was bound by interest,” she said.

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Press Releases

What is a Charter School?

Charter schools are public schools that are innovative while still being held accountable for improved student achievement. Charter schools are funded by the state and free to all Arizona students. They vary in mission and model, serving a wide range of students. In the 2016-17 school year, a record 180,000 students attend 547 Arizona charter schools, an increase of nearly 10,000 students – or 5.8 percent – over the 2015-16 school year. That’s about 16 percent of students and 30 percent of public schools. By comparison, year-over-year enrollment in Arizona district schools grew by just 4,000 students – an uptick of less than half a percentage point.

Charter schools were authorized by the Arizona Legislature in 1994, and the first charters opened in 1995. Charter schools were established to give parents academic choices for their children and provide a learning environment to improve student achievement. Read our 20th Anniversary Report here.

The Arizona Republic produced a video explaining the differences between public charter schools and district schools. To view, click here or on the video below.

 

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Association Blog In the News

Why 2017 is a Critical Year for School Choice

Association President and CEO Eileen Sigmund Highlights Successes, Upcoming Challenges Facing Charter Schools in Arizona Capitol Times Op-ed

This was originally published in the Arizona Capitol Times:

The coming year will be a critical time for the school choice movement in Arizona and nationally.

Rapid enrollment growth over the past 20 years has demonstrated the popularity of public charter schools when parents are given an option in their children’s education. In Arizona, 180,000 students now attend one of 547 charter schools across the state. Since 2007-08, charter enrollment nationally has more than doubled and now stands at nearly 3 million.

Even more impressive: Consider that another 1 million students are on waiting lists nationwide to attend a public charter school. Clearly, these schools are meeting a critical demand of American families.