Charter Groups Call Out Virtual Schools
In August 2014, there were 135 full-time virtual charter schools operating in 23 states and the District of Columbia.
A coalition of charter school advocates banded together Thursday to take a shot at some of their own – virtual charter schools – and urged state policymakers to tighten regulations on their lesser-known school-choice stepsisters, which have come under fire for poor student performance.
“When national groups that advocate for and champion charter schools question the impact of virtual charter schools on student achievement, policymakers should take note,” said Chad Aldis, vice president for Ohio policy and advocacy with the Thomas B. Fordham Institute, a conservative-leaning education policy organization.
The groups – the National Alliance for Public Charter Schools, the 50-State Campaign for Achievement Now and the National Association of Charter School Authorizers – published a set of sweeping recommendations for how states should overhaul their virtual charter schools, complete with calls for shuttering the poorest performers.
Among the many detailed recommendations, the groups called on states to set minimum academic performance standards for virtual charter schools whose charters are in the process of being renewed, and for enforcement mechanisms to ensure that all charter schools, including full-time virtual charter schools, meet those minimums.
In addition, the groups recommended that states create a method to hold charter authorizers accountable for results, and said an entity should be tasked with regularly monitoring those authorizers’ performance. States should also require charter authorizers to show via annual audits that they are using all of their oversight money for oversight functions.
“These provisions are tailored to the unique problems that have emerged among too many full-time virtual charter schools, which require states to enact significant policy changes,” said Todd Ziebarth, senior vice president for state advocacy and support at the National Alliance for Public Charter Schools.
Greg Richmond, president and CEO of the National Association of Charter School Authorizers, urged those bodies also to work within existing state policy frameworks to close chronically low-performing virtual charter schools.
“Authorizers have a legal and a moral responsibility to close chronically low-performing charter schools of any kind, including full-time virtual charter schools,” he said. “In many cases, this would not require a change to state law.”
As of August 2014, there were 135 full-time virtual charter schools operating in 23 states and the District of Columbia – about twice as many as in 2008 – and serving approximately 180,000 students. A majority of the schools are run by for-profit organizations and serve large numbers of poor and white students.
The recommendations come on the heels of reports by the Center for Research on Education Outcomes, the Center on Reinventing Public Education and Mathematica Policy Research that showed when compared with their classroom-based traditional public school counterparts, full-time virtual charter schools fail across multiple metrics.
For example, in math and reading in a given year, full-time virtual charter school students learn essentially no math compared with their peers in classroom-based traditional public schools, according to the Center for Research on Education Outcomes report. In fact, students in virtual charters, the report showed, experienced the equivalent of 180 fewer days of learning in math and 72 fewer days of learning in reading in comparison with traditional public school students.
Moreover, all subgroups of students enrolled in virtual schools – including when students are broken down by race, economic background and native language, as well as students in special education – reportedly perform worse in terms of academic growth than their classroom-based peers.
“If traditional public schools were producing such results, we would rightly be outraged,” the groups charged in their set of recommendation. “We should not feel any different just because these are charter schools.”
The recommendations underscore that there is a place for virtual charter schools, especially for rural students seeking to avoid a lengthy bus ride, home- or hospital-bound youth who want to stay in school despite an illness, and high school students looking for an alternative to dropping out.
Still, the groups called on state policymakers to ensure the sector is more tightly monitored so students are not slipping through the cracks.
“A few states have opted to simply ban full-time virtual charter schools, but this solution risks limiting parental choice without giving otherwise high-performing virtual charter schools a chance to operate,” said Nina Rees, president and CEO of the National Alliance for Public Charter Schools. “This is why we need a better regulatory framework to govern full-time virtual charter schools.”
Eight states do not allow full-time virtual charter schools, according to the alliance report: Delaware, Maryland, Massachusetts, New Jersey, New York, Rhode Island, Tennessee and Virginia.
Currently, enrollment in full-time virtual charter schools is highly concentrated in three states – Ohio, Pennsylvania and California – which collectively enroll over half of full-time virtual charter school students nationwide, according to National Alliance research.
In Ohio alone, some schools enroll upward of 10,000 students.
“If Ohio leaders are serious about improving student outcomes for virtual-school students, they’d be wise to consider these recommendations,” Aldis said.