In Washington DC, there are 66 early childhood public charter school programs that serve more than 15,000 students 3 years of age to second grade. Collectively, they use more than 30 different assessments to measure different reading and math skills and evaluate their programs’ academic performance… and that’s just the tip of the iceberg.
Category Archive for 'Performance Standards'
I offer a tip of the hat to the State University of New York (SUNY) Charter Schools Institute for their oversight of a struggling charter school that posed exceedingly tricky politics. This whole thing was political from the start. The New York City teachers union, the UFT, created the charter school intending to demonstrate that running a school under […]
This is the final in a series of letters from NACSA President and CEO Greg Richmond to Michigan authorizers, operators, policymakers and advocates highlighting the importance of quality authorizing practices. Last week, I shared with you my response to the Free Press series on charter schools and the ways that NACSA’s Principles & Standards speak […]
This is the third in a series of letters from NACSA President and CEO Greg Richmond to Michigan authorizers, operators, policymakers and advocates highlighting the importance of quality authorizing practices. As promised, I am writing again to share some of the principles and practices that define quality authorizing and that are important to keep in focus […]
Posted in Accountability, Autonomy, Charter School Finance, Charter School Growth, Education Reform, Governance, One Million Lives, Performance Standards, Policy, Quality Authorizing, School Choice on Jun 26th, 2014
The publication this week of an extensive series of articles in the Detroit Free Press on the state of the Michigan charter school sector has triggered a variety of responses across the state and around the country. The following is the text of a letter from NACSA President and CEO Greg Richmond that was sent to […]
Last week Education Next published an article entitled “Choosing the Right Growth Measure” that compares three types of growth models and claims that the “best” model is a two-step value-added model (VAM) that fully controls for student characteristics (e.g., race, gender, free or reduced-price lunch eligibility, English-language-learner status, special education status). The authors claim that […]
The oversight of charter schools has changed dramatically from the beginning of the movement. States and authorizers are applying increasingly sophisticated tools to assess the performance of the schools they oversee. A key concept that helps authorizers do their jobs well is differentiation. This concept informs the increasing use of Performance Frameworks. Under a differentiated […]