On the anniversary of the most horrific terrorist act to ever happen on American soil.
On the anniversary of the most horrific terrorist act to ever happen on American soil.
Put aside the fact that Sen. Phil Berger seems to be “put off” by the fact that Gov. Cooper is playing hardball politics that Berger has been playing for his entire politial career.
Actually Berger really needs to get out a positive narrative with the recent decision on the gerrymandered maps in NC, a possible upset in the NC-09 election, a budge impasse, and a surplus he is holding hostage in the court of public opinion.
In what might be one of the biggest strokes of irony in recent memory, Sen. Phil Berger , the most partisan man in the state, wrote an op-ed about how a certain legislative matter in Raleigh should not be a partisan issue.
Coming from a man who rammed through the budget vote in the summer of 2018 through committee rather than field amendments and debate.
Coming from a man who has orchestrated many a “special session” to pass legislation like HB17 and HB2 without opposition.
Coming from a man who was elected in a state that has unconstitutionally gerrymander voting districts.
Coming from a man who will not even hold a veto override vote on the budget because he doesn’t have enough votes.
That op-ed entitled “Childhood literacy shouldn’t be a partisan issue” is currently on EdNC.org.
“In October 2017, I asked my staff to dig into the underlying issues surrounding the implementation and progress of Read to Achieve, a program that I, together with others, championed to ensure that North Carolina’s students can read by the end of third grade. Data conclusively shows this is critical to a child’s future success in school and ultimately in life.”
And the data also concluded that the program was not working. In fact, it had the opposite effect.
He even bragged about the “bipartisan manner” in which the bill that Copper vetoed to overhaul RTA was conceived.
In the course of drafting and refining the bill, my office engaged the most bipartisan group of stakeholders that I have ever seen work on a single piece of legislation. Here are the people and organizations that we worked with:
I don’t believe that is as bipartisan as Berger may think or want you to beleive.
Ballard, Horner, Tillman, Horn, and Pittman all follow Berger’s lead in legislation.
DPI is led by a Berger puppet in Johnson and after the reorg last summer and the turnover, most anyone who is in a leadership position at DPI is loyal to Berger’s platform.
Surry, Mount Airy, Stokes, and Caswell Counties are all in Berger’s district.
SAS is operated by Jim Goodnight, who donates much to the Republican party including 50K to Berger’s slush fund called the NC Senate Majority Fund.
Brock Womble was appointed by Phil Berger to his position.
Dr. Shue was hired at DPI by Mark Johnson himself.
Just review the last few years and see what Berger and his cronies have done to shape the UNC Board of Governors.
The Foundation for Excellence in Education was founded by Jeb Bush.
Munro Richardson is part of the Belk Foundation. Along with DPI, The Gates Foundation, and BEST NC, the Belk Foundation helped launch the TEACH NC initiative which was championed by Mark Johnson and republicans.
Henderson County is represented solely by republicans on the state level.
Pisgah Elementary is located in Candler, NC in Buncombe County. It is represented by Mark Meadows in Congress.
Peter Hans is the president of the NC Community College system. He is a frequent donor to republicans.
Classified positions on the UNC system staff are dictated by the State Human Resources Commission. Berger has something to do with that. From the UNC System Resources Page:
That leaves the list at:
Of the fourteen people on Berger’s “bipartisan list” only four do not have strong ties to the republican party or initiatives championed by Berger.
Of the eleven entities, only one does not show representation or leadership that is rooted in the republican party.
Berger’s idea of non-partisan sure looks partisan.
In a recent EdNC.org op-ed, Rhonda Dillingham, Executive Director of the North Carolina Association for Public Charter Schools, defended North Carolina’s charter schools from criticism concerning perpetuating segregation.
“Since then (1996), charter schools, which will always be free and open to all, have offered exceptional student learning environments and created opportunities for all students nationwide — and especially in North Carolina. The facts speak for themselves; in three key metrics — student-family wellbeing, academic performance, and diversity — charter schools are a beacon.”
She also said,
“On top of that, charters in our state are serving virtually the same percentage of black and white students as district schools (and only a slightly lower percentage of Hispanic students).”
As well as,
“Today, as I look at the excellent work charter schools are doing in our state, I can confidently say that they have become active mobilizers in the ongoing fight for diversity and cultural competency in education. Indeed, cultivating schools that are diverse and capable of serving all students regardless of their race is central to the core missions of charter schools in North Carolina. And many public charter schools, recognizing that students from underserved backgrounds were not receiving the quality of education they deserve, have gone a step further, implementing plans to diversify their student bodies.”
As far as academic achievement in charters is concerned, Ms. Dillingham can explain this in another op-ed (credit: Kris Nordstrom):
But it is the word “diversity” that will be the focus here.
Baker Mitchell of the Roger Bacon Academies made a similar argument in the Wall Street Journal a couple of weeks back. His outfit operates four of the charter schools in NC.
When considering the context in which his schools operate, the actual student body makeup compared to other geographically close schools, and Mitchell’s loyalty to privatization efforts in North Carolina of public education, then it is easy to see how baseless an argument he has.
Dillingham’s argument about how “diverse” NC’s charter schools are is about as baseless.
It would be nice if Ms. Dillingham would define what “diversity” is in her own words because in looking at the populations of the charter schools’ student bodies from the last recorded NC State Report Card tables, NC’s charter schools are not really showing as much diversity as she may want people to believe.
For the 2017-2018 school year it was:
1.2% American Indian
4.23% Two or More Races
1% Pacific Islander
According to the NC State Report Cards for Schools, 44.3% of students across the state are economically disadvantaged.
The Excel spreadsheet that follows this post is a list of every charter school that exists now in this state that had a school performance grade attached to it for the 2018-2019 school year. It is cross-referenced to the last full school report card it has on record from the 2017-2018 school year.
That school report card has the breakdown of each charter school’s student body by race and economic disadvantage.
Please notice that “5%” is the lowest number allowed in a category. It could mean that there is anywhere from 0-5% in that given category.
In the Excel spreadsheet next to each school, these numbers are recorded in the order presented in the school report card for each of the 173 charter schools whose information is available.
Column I – American Indian
Column J – Asian
Column K – Black
Column L – Hispanic
Column M – Pacific Islander
Column N – Two or More Races
Column O – White
Column P – Economically Disadvantaged
Column Q – English Language Learners
Column R – Students With Disabilities
(Column F – This Shows of it is a Title I School. Title I funds can be given to charter schools, albeit a different formula than traditional schools. All but 51 of the charters with student makeup info are Title I schools.
Column G – This is the number of days missed from hurricanes last school year.)
And remember that the average across the state for all schools in NC 2017-2018 was:
1.2% American Indian
4.23% Two or More Races
1% Pacific Islander
44.3% Economically Disadvantaged
According to the data table below which includes 173 charter schools,
To put in perspective, that means:
And remember that there is a strong correlation on the state level between school performance grades and levels of poverty in schools. Charters show just as much evidence as traditional schools.
You will need to scroll to the right in the table to get all of the values.
|(Marjorie) Williams Academy||Northwest||0K-12||Y||0||D||5||5||5||7||5||5||84||30||5||30|
|American Renaissance School||Southwest||0K-08||Y||1||B||5||5||9||8||5||7||76||5||5||13|
|Anderson Creek Academy||North Central||0K-05||1||B||5||5||12||13||5||9||64||5||5||7|
|Arapahoe Charter School||Southeast||0K-12||Y||10||C||5||5||10||10||5||8||72||53||5||16|
|Aristotle Preparatory Academy||Southwest||0K-06||Y||2||C||5||5||85||5||5||7||5||71||5||10|
|ArtSpace Charter School||Western||0K-08||Y||0||B||5||5||5||8||5||5||85||5||5||15|
|Ascend Leadership Academy Lee County||North Central||06-07||Y||0||D||New in 2018|
|Bear Grass Charter School||Northeast||06-12||0||B||5||5||5||5||5||5||95||5||5||10|
|Bethany Community School||Piedmont-Triad||06-10||Y||0||C||5||5||8||6||5||6||79||5||5||15|
|Bethel Hill Charter||North Central||0K-05||Y||0||B||5||5||12||7||5||5||75||41||5||5|
|Bradford Preparatory School||Southwest||0K-12||Y||0||B||5||5||23||7||5||8||59||5||5||9|
|Cabarrus Charter Academy||Southwest||0K-12||Y||0||D||5||6||35||14||5||8||37||32||5||7|
|Cape Fear Center for Inquiry||Southeast||0K-08||Y||7||B||5||5||5||5||5||5||87||5||5||10|
|Cardinal Charter Academy||North Central||0K-08||Y||0||B||5||20||16||8||5||8||46||13||5||10|
|Carolina International School||Southwest||0K-12||2||C||5||8||29||15||5||8||40||5||5||8|
|Carter Community Charter||North Central||0K-08||Y||0||D||5||5||85||13||5||5||5||93||9||9|
|Carter G Woodson School||Piedmont-Triad||0K-12||Y||0||F||5||5||41||59||5||5||5||63||32||7|
|Casa Esperanza Montessori Charter School||North Central||PK-08||Y||2||C||5||5||17||36||5||5||40||5||7||7|
|Central Park School For Child||North Central||0K-08||Y||3||B||5||5||17||36||5||5||40||5||7||7|
|Central Wake High School||North Central||09-12||Y||1||ALT||5||5||59||25||5||6||11||17||5||26|
|Charlotte Choice Charter||Southwest||0K-08||Y||0||F||5||5||76||20||5||5||5||16||5||12|
|Charlotte Lab School||Southwest||0K-07||Y||0||B||5||5||19||9||5||10||61||5||5||5|
|Charlotte Learning Academy||Southwest||06-12||Y||1||F||5||5||86||7||5||5||5||50||5||15|
|Charter Day School||Southeast||0K-08||Y||0||B||5||5||9||7||5||7||75||5||5||10|
|Chatham Charter||North Central||0K-12||0||B||5||5||11||5||5||6||79||5||5||8|
|Children’s Village Academy||Southeast||0K-08||Y||3.5||F||5||5||95||5||5||5||5||76||5||15|
|Coastal Preparatory Academy||Southeast||0K-07||0||C||5||5||5||5||5||9||85||5||5||5|
|College Prep and Leadership Academy||Piedmont-Triad||0K-12||Y||1||D||5||5||87||7||5||5||5||53||5||9|
|Columbus Charter School||Sandhills||0K-08||Y||0||C||5||5||22||5||5||5||65||44||5||11|
|Community School of Davidson||Southwest||0K-12||2||A||5||5||5||5||5||5||85||5||5||13|
|Concord Lake STEAM Academy (formerly Kannapolis Charter)||Southwest||0K-08||Y||0||D||5||5||33||18||5||7||40||55||5||6|
|Cornerstone Charter Academy-CFA||Piedmont-Triad||0K-12||1||B||5||5||11||5||5||6||75||5||5||9|
|Corvian Community School||Southwest||0K-09||Y||0||B||5||6||11||6||5||5||74||5||5||13|
|Crosscreek Charter School||North Central||0K-08||Y||2||C||5||5||12||6||5||5||79||5||5||15|
|Davidson Charter Academy CFA||Piedmont-Triad||0K-04||2||D||New in 2018|
|East Voyager Academy of Charlotte||Northwest||PK-04||0||C||New in 2019|
|East Wake Academy||North Central||0K-12||Y||0||B||5||5||8||7||5||5||81||5||9||9|
|Endeavor Charter||North Central||0K-08||1||A||5||5||5||5||5||5||84||5||5||10|
|Eno River Academy||North Central||0K-12||0||B||5||5||5||8||5||6||82||5||5||12|
|Envision Science Academy||North Central||0K-08||0||A||5||5||17||8||5||6||66||5||5||11|
|Essie Mae Kiser Foxx Charter||Southwest||0K-04||Y||0||F||New in 2018|
|Evergreen Community Charter||Western||0K-08||Y||0||B||5||5||5||5||5||5||91||5||5||14|
|Excelsior Classical Academy||North Central||0K-07||0||C||5||5||24||11||5||9||55||5||5||9|
|Falls Lake Academy||North Central||0K-12||Y||0||B||5||5||10||6||5||5||77||5||5||11|
|FernLeaf Community Charter School||Western||0K-05||0||C||5||5||5||5||5||7||86||5||5||5|
|Francine Delany New School||Western||0K-08||Y||0||B||5||5||27||10||5||6||52||5||5||14|
|Franklin Academy||North Central||0K-12||1||A||5||5||5||5||5||5||84||5||5||5|
|Gate City Charter||Piedmont-Triad||0K-07||Y||0||D||5||5||73||13||5||5||7||70||9||5|
|Girls Leadership Academy of Wilmington||Southeast||06-08||Y||12||D||5||5||52||13||5||6||28||68||5||6|
|Global Scholars Academy||North Central||0K-08||Y||0||D||5||5||58||40||5||5||5||84||18||14|
|Gray Stone Day||Southwest||06-12||Y||0||A||5||5||5||5||5||5||86||5||5||5|
|Guilford Preparatory Academy||Piedmont-Triad||0K-08||Y||0||C||5||5||89||6||5||5||5||50||5||11|
|Haliwa-Saponi Tribal School||North Central||0K-12||Y||0||D||74||5||13||5||5||7||5||58||5||18|
|Healthy Start Academy||North Central||0K-08||Y||0||D||5||5||76||22||5||5||5||65||9||12|
|Henderson Collegiate||North Central||0K-12||Y||2||B||5||5||69||22||5||5||5||41||5||5|
|Hope Charter Leadership Academy||North Central||0K-05||Y||0||D||5||5||95||5||5||5||5||65||5||11|
|Ignite Innovation Academy – Pitt||Northeast||0K-08||Y||0||F||5||5||63||5||5||7||24||5||5||6|
|Invest Collegiate Transform||Southwest||0K-08||Y||1||D||5||5||87||5||5||5||5||5||5||9|
|Iredell Charter Academy||Southwest||0K-08||Y||0||D||5||5||9||10||5||7||74||37||5||7|
|Island Montessori Charter School||Southeast||0K-08||10||B||5||5||5||6||5||5||90||5||5||16|
|Johnston Charter Academy||North Central||0K-07||Y||2||C||New in 2018|
|Kestrel Heights School||North Central||0K-08||0||C||5||5||50||16||5||7||22||15||6||12|
|KIPP Durham College Preparatory||North Central||05-08||Y||0||D||5||5||47||50||5||5||5||63||33||13|
|KIPP Gaston College Preparatory||Northeast||0K-12||Y||0||C||5||5||78||5||5||5||11||79||5||5|
|KIPP Halifax College Prep||Northeast||0K-08||Y||0||D||5||5||87||5||5||5||5||60||5||10|
|Lake Lure Classical Academy||Western||0K-12||Y||0||B||5||5||5||7||5||5||86||5||5||12|
|Lake Norman Charter||Southwest||0K-12||1||A||5||7||13||5||5||5||70||5||5||6|
|Lakeside Charter Academy (formerly Thunderbird)||Southwest||0K-08||0||C||5||5||28||17||5||6||45||5||5||6|
|Langtree Charter Academy||Southwest||0K-12||Y||0||C||5||7||5||9||5||8||70||8||5||11|
|Lincoln Charter School||Southwest||0K-12||0||B||5||5||5||9||5||5||83||5||5||8|
|Longleaf School of the Arts||North Central||09-12||0||B||5||5||19||10||5||9||62||5||5||13|
|Magellan Charter||North Central||03-08||1||A||5||7||5||5||5||5||82||5||5||10|
|Mallard Creek STEM Academy||Southwest||0K-08||Y||3||C||5||13||44||9||5||9||24||28||6||5|
|Matthews Charter Academy||Southwest||0K-08||Y||2||C||5||5||25||15||5||5||55||35||10||5|
|Maureen Joy Charter School||North Central||0K-08||Y||0||C||5||5||39||58||5||5||5||95||25||9|
|Metrolina Reg Scholars Academy||Southwest||0K-08||2||A||5||59||5||5||5||5||34||5||5||5|
|Millennium Charter Academy||Piedmont-Triad||0K-12||0||B||5||5||5||6||5||5||87||5||5||13|
|Moore Montessori Community School||Sandhills||0K-02||1||I||New in 2018|
|Mountain Island Charter School||Southwest||0K-12||Y||0||B||5||5||24||5||5||5||64||12||5||7|
|Mountain Island Day Community Charter||Northwest||0K-11||0||C||New in 2018|
|Movement Charter School||Northwest||0K-04||Y||0||D||5||5||89||5||5||5||5||75||5||5|
|NC Leadership Charter Academy||Piedmont-Triad||0K-12||0||B||5||5||5||6||5||5||84||5||5||7|
|NC Virtual Academy||Virtual||0K-12||Y||0||D||5||5||21||10||5||10||59||5||5||11|
|Neuse Charter School||North Central||0K-12||Y||0||C||5||5||13||10||5||7||68||5||5||11|
|Next Generation Academy||Piedmont-Triad||0K-02||Y||1||I||New in 2018|
|North Carolina Cyber Academy||Virtual||0K-12||Y||0||D||5||5||19||13||5||7||57||5||5||9|
|North East Carolina Prep||North Central||0K-12||Y||0||C||5||5||39||11||5||5||47||63||5||9|
|Northeast Academy of Aerospace & AdvTech||Northeast||07-12||Y||0||C||5||5||16||5||5||7||72||5||5||8|
|Oxford Preparatory||North Central||06-12||0||C||5||5||10||5||5||5||81||5||5||5|
|Paul R Brown Leadership Academy||Sandhills||06-12||Y||1||F||6||5||65||6||5||7||15||5||5||5|
|PAVE Southeast Raleigh Charter||North Central||0K-04||Y||0||D||5||5||64||27||5||5||5||27||15||5|
|Peak Charter Academy||North Central||0K-08||Y||3||A||5||22||10||9||5||5||57||12||13||5|
|Phoenix Academy- Primary, Elem. IB MYP||Piedmont-Triad||0K-08||Y||0||B||5||9||26||9||5||8||48||5||5||10|
|Piedmont Classical High School||Piedmont-Triad||09-12||Y||0||C||5||5||37||6||5||10||47||5||5||13|
|Piedmont Community Charter School||Southwest||0K-12||Y||0||B||5||5||17||12||5||5||65||5||5||10|
|Pine Lake Preparatory||Southwest||0K-12||2||A||5||5||5||5||5||5||87||5||5||9|
|Pine Springs Prep Academy||North Central||0K-07||1||A||5||5||5||7||5||9||76||5||5||6|
|Pinnacle Classical Academy||Southwest||0K-11||0||B||5||5||11||6||5||5||78||5||5||7|
|Pioneer Springs Community School||Southwest||0K-07||0||C||5||5||5||9||5||7||79||5||5||6|
|PreEminent Charter||North Central||0K-08||Y||3||C||5||5||73||20||5||5||5||73||10||14|
|Quality Education Academy||Piedmont-Triad||0K-12||Y||0||C||5||5||72||24||5||5||5||64||11||10|
|Queen City STEM School||Southwest||0K-08||0||C||5||36||41||10||5||5||9||5||7||5|
|Queen’s Grant Community School||Southwest||0K-12||Y||2||B||5||5||23||10||5||5||62||15||5||8|
|Quest Academy||North Central||0K-08||1||A||5||5||5||5||5||9||80||5||5||15|
|Raleigh Charter High School||North Central||09-12||0||A||5||23||5||5||5||5||64||5||5||5|
|Raleigh Oak Charter||North Central||0K-04||0||C||New in 2018|
|Reaching All Minds Academy||North Central||0K-07||Y||2||F||5||5||38||61||5||5||5||5||33||5|
|Research Triangle Charter||North Central||0K-08||Y||2||C||5||5||72||21||5||5||5||33||9||8|
|Research Triangle High School||North Central||09-12||Y||0||B||5||14||18||7||5||7||54||5||5||7|
|River Mill Academy||Piedmont-Triad||0K-12||0||B||5||5||13||7||5||5||72||5||5||9|
|Rocky Mount Preparatory||North Central||0K-12||Y||0||D||5||5||76||5||5||5||12||76||5||9|
|Rolesville Charter Academy||North Central||0K-06||Y||3||C||New in 2018|
|Roxboro Community School||North Central||06-12||0||B||5||5||9||5||5||5||83||5||5||5|
|Sallie B Howard School||North Central||0K-08||Y||0||B||5||5||58||38||5||5||5||56||17||9|
|Shining Rock Classical Academy CFA||Western||0K-08||Y||0||C||5||5||5||5||5||5||91||5||5||13|
|South Brunswick Charter||Southeast||0K-05||Y||0||B||5||5||5||6||5||7||82||5||5||5|
|Southern Wake Academy||North Central||06-12||0||C||5||5||6||6||5||5||81||5||5||23|
|Sterling Montessori Academy||North Central||PK-08||0||B||5||41||8||5||5||5||44||5||5||8|
|Stewart Creek High||Southwest||09-12||Y||2||ALT||5||5||67||22||5||8||5||14||5||5|
|Success Institute Charter||Southwest||0K-08||Y||0||D||5||5||89||5||5||5||5||58||5||26|
|Sugar Creek Charter||Southwest||0K-12||Y||0||C||5||5||90||9||5||5||5||91||5||5|
|Summerfield Charter Academy||Piedmont-Triad||0K-08||Y||1||A||5||13||11||7||5||5||67||14||5||7|
|The Academy of Moore County||Sandhills||0K-05||Y||0||A||5||5||10||9||5||5||73||5||5||10|
|The Arts Based School||Piedmont-Triad||0K-08||Y||0||B||5||5||19||5||5||7||69||5||5||13|
|The Capitol Encore Academy||Sandhills||0K-08||Y||3||D||5||5||34||13||5||13||39||48||5||5|
|The Expedition School||North Central||0K-08||Y||0||A||5||5||5||6||5||8||83||5||5||5|
|The Experiential School of Greensboro||Piedmont-Triad||0K-06||2||D||New in 2018|
|The Exploris School||North Central||0K-08||3||B||5||5||7||5||5||5||81||5||5||10|
|The Franklin School of Innovation||Western||05-12||Y||0||C||5||5||5||7||5||6||84||5||5||11|
|The Hawbridge School||Piedmont-Triad||04-12||0||B||5||5||5||5||5||6||84||5||5||11|
|The Institute Development Young Leaders||North Central||0K-08||Y||2||D||5||5||68||26||5||5||5||5||15||11|
|The Learning Center||Western||0K-08||Y||0||C||5||5||5||7||5||5||84||30||5||22|
|The Mountain Community Sch||Western||0K-08||0||B||5||5||5||7||5||5||86||5||5||21|
|Thomas Jefferson Class Academy||Western||0K-12||0||B||5||5||6||7||5||5||80||5||5||5|
|Three Rivers Academy (formerly Heritage Coll. Aca.)||Northeast||0K-07||Y||0||F||5||5||82||5||5||5||12||74||5||14|
|Torchlight Academy||North Central||0K-08||Y||0||C||5||5||58||39||5||5||5||50||21||6|
|Triad Math and Science Academy||Piedmont-Triad||0K-12||Y||2||C||5||5||59||16||5||5||14||59||8||10|
|Triangle Math and Science Academy||North Central||0K-12||2||A||5||37||16||5||5||8||34||5||5||7|
|Two Rivers Community School||Northwest||0K-08||Y||1||B||5||5||5||5||5||5||95||5||5||16|
|Union Day School||Southwest||0K-05||0||C||5||16||6||6||5||5||66||5||5||5|
|Union Prep Academy at Indian Trail||Southwest||0K-08||Y||2||B||5||5||22||18||5||7||51||28||5||8|
|United Community School||Southwest||0K-06||Y||0||C||5||5||39||11||5||9||39||5||5||13|
|Unity Classical Charter||Northwest||0K-03||0||C||5||5||32||19||5||8||34||5||8||5|
|UpROAR Leadership Academy||Northwest||05-09||Y||0||F||5||5||91||9||5||5||5||5||5||10|
|Uwharrie Charter Academy||Piedmont-Triad||0K-12||Y||0||C||5||5||5||5||5||5||88||5||5||5|
|Vance Charter School||North Central||0K-11||Y||0||B||5||5||9||5||5||5||82||5||5||9|
|VERITAS Community School, CFA||Southwest||0K-06||Y||1||D||5||5||45||14||5||11||28||5||5||5|
|Voyager Academy||North Central||0K-12||Y||2||B||5||5||23||6||5||5||62||5||5||15|
|Wake Forest Charter Academy||North Central||0K-08||Y||3||B||5||5||12||10||5||5||73||14||5||5|
|Water’s Edge Village School||Northeast||0K-08||0||B||5||5||6||6||5||5||82||5||12||6|
|Wayne Preparatory Academy||Southeast||0K-08||Y||0||C||5||5||24||6||5||9||60||5||5||6|
|Willow Oak Montessori||North Central||01-08||1||B||5||5||5||6||5||9||80||5||5||16|
|Wilmington Preparatory Academy||Southeast||0K-08||Y||0||D||5||5||62||7||5||6||25||5||5||7|
|Wilson Preparatory Academy||North Central||0K-12||Y||0||C||5||5||37||8||5||6||46||36||5||5|
|Winterville Charter Academy||Northeast||0K-08||Y||3||C||5||5||49||11||5||5||35||47||6||5|
|Woods Charter||North Central||0K-12||0||A||5||5||5||7||5||5||82||5||5||11|
|Youngsville Academy||North Central||0K-05||1||C||5||5||6||6||5||5||87||5||5||5|
|Z.E.C.A. School of Arts and Technology||Southeast||0K-08||Y||0||F||5||5||70||16||5||6||8||56||5||16|
Then we can start talking about “raising taxes.”
Besides, out kids are worth it.
The following screen capture is from Speaker Tim Moore’s webpage (dated August 21st):
There is over $900 million dollars in “surplus,” or to put it another way, there is $900 million dollars that the NCGA decided not to use for the people in North Carolina by not investing in our schools and infrastructure.
Oh, and there was just a hurricane that hit the Outer Banks.
Moore and Phil Berger have literally held the budget process hostage for over 60 days and their keeping the NCGA in session to defy a veto by the governor is costing taxpayers a lot of money.
What these two men have simply done is not invest in what the state needs and called that money a surplus. They want to appease the very people whose voices they muted when they championed unconstitutionally gerrymandered district maps to maintain power.
From this week’s News & Observer:
North Carolina received a C- grade and a score of 72 out of a possible 100 in the 2019 Quality Counts report released this week by Education Week. The report ranks North Carolina 37th out of the 50 states and the District of Columbia. The state’s low overall ranking is largely due to getting an F for the amount it spends per student.
That amount NC spends per student ranks near the bottom.
And we have an intentionally manufactured budget surplus from last year controlled by a few people who are making sure to not pass the current budget.
Maybe Berger and Moore need to start convening the current extremely long session in a place other than West Jones Street.
Maybe they need to get a better idea of what many schools are having to deal with because of a lack of investment in schools.
Maybe they should meet with their caucus in a trailer “off campus” that has shaky reception for internet, no bathroom, or stable temperature control. Most every school that is at least 15+ years in existence has to have trailers or pods to accommodate the needs of students.
Maybe they should have some of the members of their caucus sit on the floor because there will not be enough desks. In fact, do it when it is raining.
Then you might have an idea of what happens when personalities are honored more than principles.
Dear public school teachers, administrators, support staff, and education personnel,
You can’t really be measured.
In fact, those who are measuring you do not have instruments complex enough to really gauge your effectiveness.
If you are a public school teacher / professional in North Carolina, you are always under a bit of a microscope when it comes to accountability. Everybody in the community has a stake in the public education system: students attend schools, parents support efforts, employees hire graduates, and taxpayers help fund buildings and resources.
But there are those who really question the path that public education has taken in North Carolina and lack confidence in our educators and their ability to mold young people. The countless attacks waged by our General Assembly on public schools is not a secret and part of that is framing teachers as the main culprit in our weakening schools.
Why? Because it is easy to manage data in such a way that what many see is not actually reflective of what happens in schools. For example:
Since you are a government employee, your salary is established by a governing body that probably does not have a background in an educational career. In fact, our state superintendent is a neophyte in education.
The tests that measure how well your students have achieved are sometimes constructed by for-profit companies under contract from the state government. Those same tests are probably graded by those very same companies – for a nominal fee of course. And now that we have less money spent per-pupil (adjusted for inflation) in this state than we had before the start of the Great Recession, we are demanded to teach more kids in bigger classes with less resources.
There simply is a lot working against us.
However, if anything could be said of the current situation concerning public education in North Carolina it is that teachers have not failed our students. That’s because you cannot simply measure students and teachers by numbers and random variables. You measure them by their personal success and growth, and much of that cannot be ascertained by impersonal assessments despite what an EVAAS score says with a secret algorithm.
Nor can a teacher’s effectiveness truly be measured by “student achievement.” There is more, so much more, working within the student/teacher dynamic. Take a look at the definitions of three words often used in our lexicon: “art,” “science,” and “craft.” These definitions come from Merriam-Webster.
Every teacher must display a firm foundation in his or her subject area. However, teaching at its source is an art and a craft. A teacher must marry that knowledge with skill in presenting opportunities for students to not only gain that knowledge but understand how they themselves can apply that knowledge to their own skill set.
There are not many people who are masterfully skillful without having to develop their craft. They do exist, but the term “Master Teacher” is usually given to someone who has a “skill acquired by experience, study, or observation.” That “Master Teacher” has perfected an art form and married it to a science. And most of all, that “Master Teacher” understands the human element.
A good medical doctor just does not deliver medicines and write prescriptions. There must be willingness to listen in order to make a diagnosis and then there is the “bedside manner.” A good lawyer does not just understand and know the law. A good lawyer knows how to apply it for his or her client in unique situations. A master chef doesn’t just follow recipes. A master chef takes what ingredients are available and makes something delectable and nourishing. A great teacher does not just deliver curriculum and apply lesson plans; a great teacher understands different learning styles exist in the same classroom and facilitates learning for each student despite the emotional, psychological, social, mental, and/or physical obstacles that may stand in each student’s path.
How schools and students are measured rarely takes into account that so much more defines the academic and social terrain of a school culture than a standardized test can measure. Why? Because there really is not anything like a standardized student. Experienced teachers understand that because they look at students as individuals who are the sum of their experiences, backgrounds, work ethic, and self-worth. Yet, our General Assembly measures them with the very same criteria across the board with an impersonal test.
Ironically, when a teacher gets a graduate degree in education, it is often defined by the college or university as a Master of Arts like a MAEd or an MAT, not a Master of Science. That’s because teaching deals with people, not numbers. When colleges look at an application of a student, they are more concerned with GPA rather than performance on an EOG or EOCT or NC Final.
And when good teachers look at their own effectiveness in their art and craft, they usually do not let the state dictate their perceptions. They take an honest look at the each student’s growth throughout the year – growth that may never be seen in a school report card or published report.
Like many veteran teachers, I have taught the gambit of academic levels and grades from “low-performing” freshmen to high achieving AP students who have been admitted into the most competitive of colleges and universities. And while I may take pride in their passing state tests or AP exams, I try and measure my performance by what happens to those students later in life.
None of those aforementioned items could ever be measured by a test. Students do not remember questions on an EOCT or an EOG or an NC Final or a quarter test. They remember your name and how they felt in your class.
However, the greatest irony when it comes measuring a teacher’s effectiveness in the manner that NC measures us is that is it a truer barometer of how much NC is being hurt by this current administration and General Assembly.
All of those affect students in our schools. And we still do the job. Rather, we still heed the calling.
That’s the best measure of what we do.
No school performance grade can truly tell me what schools do.
If the NCGA wants to argue that the current school performance grading system is a just and fair way to assess school achievement and school effectiveness, then it might be worth looking at the schools under the guise of the education “reforms” that the same NCGA wants to tout as solutions.
There are two virtual charter schools that have not very well in the past, but were renewed by the state for another four years and championed by Mark Johnson.Here are their grades and growth by subset groups.
NC Virtual Academy:
1 – F
6 – D’s
5 – Not Met’s
NC Cyber Academy:
4 – F’s
4 – D’s
6 – Not Met’s
Here is the only school that is currently in the Innovative School District:
Southside Ashpole Elementary:
4 – F’s
Everything else is an “I” which stands for “Insufficient Data.”
1 – Not Met’s
2 – Met
Here is the data of charter schools versus traditional schools as far as growth is concerned (courtesy of Kris Nordstrom).
And speaking of charter schools – remember when the the Wall Street Journal printed an op-ed by Baker Mitchell, the founder of the Roger Bacon Academies four of which are classified as “public” charter schools in North Carolina?
He lauded one of his schools for its student body composition: Douglass Academy. Here are it’s current ratings:
2 – D’s
7 – I’s
Last year when DPI released the school performance grades for the state not included in the report was a data table that showed a correlation between poverty levels and school letter grades received.
Until last year, it had been. Maybe there was a trend that Mark Johnson’s office did not want to publicize.
Here’s a table detailing the link between these grades and poverty levels from 2015–16 Performance and Growth of North Carolina Public Schools Executive Summary, NC DPI.
Here’s a table detailing the link between these grades and poverty levels from 2016–17 Performance and Growth of North Carolina Public Schools Executive Summary, NC DPI.
Last year’s report did not include the “Grades by School Poverty Percentage” bar graph, but the good people at the Public School Forum did the work for us.
And this year, the News & Observer reported this:
Sure does look like poverty levels still have a lot to do with school performance grades.
Makes one wonder why DPI’s budget was cut and those support positions were eliminated in DPI to help high-poverty LEA’s in 2018.
Today school performance grades for the 2018-2019 school year will be released. The only positive about those school performance grades in relation to last year is that the NCGA kept the scale at a 15-point scale instead of what was planned for this year: making it a 10-point scale.
From Public Schools First NC (PSFNC.org) last year:
The formula is still the same however – extreme emphasis on test scores over growth.
From the January 2019 Public School Forum of North Carolina’s report on top ten issues in NC education:
Last year’s school performance grades yielded the information shown in the graph above. School performance grades correlate heavily with poverty levels in schools. In fact, it almost is sure-fire measure of poverty rates.
It’s been that way since the school performance grading system began. And NC is unique in how it uses their school grading system.
From Lindsay Mahaffey, Wake County Board of Education – District 8 last January:
If NC is the only state that puts more emphasis on proficiency than growth and counts proficiency for 80% for a school performance grade, then NC weighs proficiency at least 30% more than the next ranking state.
Fro certain, North Carolina’s school performance grades are a confirmation that student poverty levels have so much to do with how schools perform.
The people who made the decision to institute and maintain the school performance grading system formula and still expand vouchers and rapid charter school growth ABSOLUTELY UNDERSTAND THE DIFFERENCE BETWEEN PROFICIENCY AND GROWTH. IT HELPS TO VALIDATE THEIR WANT OF MORE “REFORMS.”
What if in the school year 2019-2020, the school performance grade scale did shift from a fifteen-point scale to a ten-point scale. Do you know what that would have meant?
IT WOULD HAVE BEEN HARDER FOR PUBLIC SCHOOLS TO QUALIFY AS PASSING. IN FACT, SCHOOLS COULD HAVE HAD A HIGHER PERCENTAGE OF STUDENT GROWTH AND STILL GET A LOWER SCHOOL PERFORMANCE GRADE!
There would have been more failing schools. This comes from a legislative body that endorsed the state board a couple of school years ago to institute a ten-point scale for all high school grading systems to help ensure higher graduation rates, but also wanted to shrink scales for those schools’ performance grades.
A legislative body that was elected with unconstitutionally gerrymandered maps.
NC still has policies that hurt the working poor and those in poverty (which in NC affects over 20% of students) and the refusal to expand Medicaid and the other policies that hurt poorer regions, it is almost certain that poverty will have as much if not a bigger role in the school performance grades released today .
Guess what else happened for 2019-2010?
SECTION 6.6.(b) G.S. 115C-562.8(b) reads as rewritten: “(b) The General Assembly finds that, due to the critical need in this State to provide opportunity for school choice for North Carolina students, it is imperative that the State provide an increase of funds of at least ten million dollars ($10,000,000) each fiscal year for 10 years to the Opportunity Scholarship Grant Fund Reserve. Therefore, there is appropriated from the General Fund to the Reserve the following amounts for each fiscal year to be used for the purposes set forth in this section:
Fiscal Year Appropriation
For the 2027-2028 fiscal year and each fiscal year thereafter, there is appropriated from the General Fund to the Reserve the sum of one hundred forty-four million eight hundred forty Page 14 Senate Bill 257-Ratified thousand dollars ($144,840,000) to be used for the purposes set forth in this section. When developing the base budget, as defined by G.S. 143C-1-1, for each fiscal year specified in this subsection, the Director of the Budget shall include the appropriated amount specified in this subsection for that fiscal year.”
Read that first line again: “due to the critical need in this State to provide opportunity for school choice for North Carolina students.”
That “critical need” has been created in part by making sure that many schools look bad – i.e., school performance grades. Students who live in poverty in a state that refuses to attack the very issue of poverty will become potential targets for “reform” efforts.
Those are exactly the students who will be targeted for expanding vouchers and new charter schools, because the Opportunity Grants are supposed to help “low-income” students and newer charter schools are being created simply to provide “choice.”
Lawmakers and education “reformers” know damn well the difference between proficiency and growth – the less proficient public schools look in the eyes of the public through a lens that the NC General Assembly prescribes, the more growth for “reforms.”
Today’s ruling in the Common Cause vs. David Lewis lawsuit over district lines drawn for state legislative races could be one of the greatest victories in the almost nine-year fight against the education reforms that have been tearing away at NC’s public education system.
It’s 357 pages and can be found here – 2018-09-03_Common Cause v Lewis Redistricting Case.
In making it mandatory that new district maps be drawn soon for the 2020 elections, this ruling will hopefully give pro-public education candidates a more solid and fair chance of being elected.
The nine-year long “experiment” of privatizing public education can be halted if 2020 produces a majority for pro-public education lawmakers.
This Petri Dish can then be cleaned.
And maybe there won’t be a puppet of a state superintendent.