In a message dated 1/26/2005 6:24:57 AM Central Standard Time,
[EMAIL PROTECTED] writes:
>>First of all. I believe that a very limited amount of money follows
students to private schools.
I don't know what the dollars are, but have learned that state subsidizes
private school transportation and special education, possibly some other
categories. Understand the special education, but wonder about the
transportation.
Charter schools are public schools, and are as much a vital part of our
community as district schools. The key to accountability for taxpayer dollars
is
to make sure there's a level playing field with respect to publicly
reporting student achievement, meeting the same accountability standards (and
sanctions for not), and requirements to comply with the same state / federal
laws.
Clearly charter schools must publicly report student achievement data and
meet accountability standards. Not sure if they're exempt from any state /
federal laws.
Have heard that private schools don't have to comply with all state /
federal laws, but don't know which ones. Know private school students don't
have
to take state tests. The broad public perception that private schools are
always better is troubling. Have looked at ACT, SAT and NAEP, and could only
find public/private breakdown at SAT.
2004 SAT
Verbal
Math
Minnesota
Public
588
594
Religiously Affiliated
569
587
Independent
628
627
National
505
515
http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2004/MN_
2004.pdf
The other troubling broad public perception is that private schools educate
kids at a lower cost. Religiously affiliated private schools are subsidized
by their faith organizations so tuition doesn't reflect true cost. If you
wander around www.schoolhousemagazine.com/school_listing.asp and take a look
at
local private school tuition, not faith subsidized, you'll find better known
have annual tuition at over $17,000. Does that mean it takes $17,000 per
pupil to get the 628/627 results?
Given that economic viability of families (poverty) was the #1 predictor of
a school not making AYP in MN (2003 data), shouldn't we be looking for ways
to reduce poverty or at least reduce the impact of poverty on student
achievement?
Don't get me wrong. Minnesota does have a significant Achievement Gap and
that gap's reflected here in Saint Paul (we're now the largest district in the
state), but am wondering if we're going to make a collective commitment
(community) to closing the gap, shouldn't we broaden the conversation to talk
about community-based contributing factors.
Which is all the more reason why we need to work on strengthening
parent-school-community connections to create strong neighborhoods where
children/families can thrive.
Another thing we should do is make a collective effort to disabuse some of
the myths that aren't supported by the data.
--Jennifer Armstrong
Payne/Phalen
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