East County Californian, January 12, 2006

Plans have been advanced to turn the Grossmont Union High
School District into a charter-school district. Such a
conversion carries no guarantee of success, but if
district leaders follow the examples of successful
charter schools, they could improve the prospects for
local students.

California's charter-school law dates from 1993 and was
enacted as a response to the movement for more parental
choice in education. A charter school is a public school
that gets full funding from the state, and freedom from
most of California's massive education code, in return
for meeting its education goals.

By themselves, charter schools are only a framework.
Everything depends on the content of the charter plus the
effort and dedication of those involved, including the
students themselves.

There are now more than 500 charter schools in
California, and among them one finds considerable
variation. Some take a back-to-basics approach, and
others emphasize the arts or even use the charter system
to reinforce the status quo.

Some charter schools have failed, but even in such cases
the charter law provides and advantage. The failing
charter schools were shut down, while failing regular
public schools have continued to operate, damaging the
prospects of their captive clients.

By contrast, some charter schools have experienced
considerable success, and Grossmont would do well to
follow their example, now a matter of record rather.

In "Free to Learn" Lessons from Model Charter Schools,
Lance Izumi and Xiaochin Claire Yan examined American
Indian Public Charter School in Oakland, Sixth Street
Prep in Victorville, Montague Charter School in Pacoima,
Ernest C. Reems Charter School in Oakland, Fenton Avenue
Elementary in Pacoima, Vaughn Next Century Learning
Center in Pacoima and Bowling Green Charter Elementary in
Sacramento. These charter schools all succeeded in
boosting student achievement to high levels, and did so
against the odds.

Most are in dangerous, crime-ridden neighborhoods and
serve primarily low-income and minority students, many of
them English language learners. California's
establishment maintains low expectations for such
students. Not so the principals at successful charter
schools.

Ben Chavis of American Indian Public Charter School got
rid of his entire staff, hired teachers off Craigslist
and paid them more than other Oakland teachers. He also
junked faddish, politically correct pedagogy and
instituted a tough curriculum with high standards and
rigorous discipline. As a result, his American Indian
students score with the best in Oakland and 15 out of 16
students who took the test qualified for John Hopkins
University's Center for Talented Youth.

Izumi and Yan found that the principals of successful
charter schools maintain stable management and high
expectations. They align their curriculum with
California's tough academic content standards and use
teaching methods that are empirically proven to improve
student performance.

The principals hire smart teachers based on their
academic record and content knowledge, not on seniority
or the mere possession of a teaching credential. They
test students often and use the results to spot
weaknesses and provide help where it is needed. They
avoid grade inflation by comparing grades with test
scores, and do not accept excuses.

Teachers in successful charter schools receive frequent
evaluations, with strict consequences for poor
performance. Principals frequently visit the classroom
and parental involvement runs high.

It matters not at all that these examples of success are
elementary and middle schools. The same principals hold
true for high schools. All it takes is the courage to
implement them.

Converting an entire district to charter status is an
admirable goal, but it is only a beginning. If Grossman
board members, parents and teachers use the charter
status to implement high standards, proven teaching
methods, and hard work, they could set an example for
districts across California and the nation. Time will
tell if Grossmont is up to the task.

K. Lloyd Billingsley is editor director at the Pacific Research Institute for Public Policy