CharterFolk Chat #4 – Bradford, Skandera and Rotherham on Elections and Implications for Charter Schools
Good morning, CharterFolk.
I’m delighted to be able to share with you this month’s CharterFolk Chat with Derrell Bradford, Hanna Skandera and Andy Rotherham, where we discuss last week’s election results and what the implications are for charter schools.
As I said during the interview:
Our folks that are joining us today, really need very little introduction. They have been working in charter schools for so long. They’re so respected for their commitment and their smarts that I don’t need to go on very long …. We have with us Andy Rotherham, who is the Founder and Partner at Bellwether, Derrell Bradford, Executive Vice President at 50Can, and Hanna Skandera, Founder and CEO of Mile High Strategies who, among other things that she has done in her career, served as Secretary of Education for the State of New Mexico …. There is a buzz and excitement among CharterFolk about this interview …. It speaks to how much people are excited to hear your opinions and it speaks to the importance of being able to process these election results with people who we trust.
I hope you find the time to view the interview in its entirety. If there has ever been a moment when we should be summoning our collective smarts to chart out a wise path forward, it is certainly now when elections have revealed so much about the challenges and opportunities that await us. I learned a great deal from our panelists during the discussion, and I am sure that you will as well.
Below I provide some of the highlights from the conversation:
- At the 3:40 mark, Derrell talks about how he found the rhetoric about charter schools in the campaign “incredibly unsettling” because “Black folks helped Biden carry the primary” but Biden’s campaign did not reflect the level of support that many Black voters feel about charter schools.
- At the 6 minute point, Hanna points out that Senate results might serve to moderate Biden’s shift away from policies supportive of charter schools but she generally remains highly concerned that a hostile Secretary of Education could inflict great harm on charter schools.
- At 9:30, Andy acknowledges the range of threats coming at charter schools but he sees Biden wanting to be a moderating influence and he thinks it very possible he will want to bring that general disposition toward charter school policies as well.
- At 18:30, Hanna recognizes that Biden is likely to try to be a unifier, but she expresses her concern that education is unlikely to be one of those realms where he seeks unity. That makes it incumbent upon charter supporters that we be savvy about how to make the Biden Administration be reasonable on education policy.
- At 24:20, Derrell highlights some of the many successes that charter school supporters saw in state elections and how we have to keep focused on the fact that most education policy is made at the state level.
- At 27:00, Andy talks about the “split verdict” electoral results we saw in many states where a mix of conservative and more progressive candidates and ballot initiatives won, and he posits that the political party that can drive “additive” proposals are likely to fare best going forward.
- At 31:00, Derrell talks about how the COVID crisis has changed the education policy landscape and how we can position charter schools more strongly for the future if we bring forward solutions for COVID problems now.
- At 34:20 Hanna underscores how “charter schools exist because there are problems in public education we want to solve” and we have to be clear about what those problems are as we look to future advocacy efforts.
- At 36:30, Andy surfaces that charter progress depends on assessment data being available in the landscape, and he calls proposals to get rid of testing the educational equivalent of “defunding the police.”
- At 41:00, Hanna talks about the importance of state chiefs and state boards of education on testing and assessment matters, and she laments how many state leaders are “waiting to see” how politics shake out rather than forcefully advocating for policies that are clearly in students’ interest.
- At 43:40, Derrell talks about how states that have charter schools serving all communities and demographic groups are better positioned to elect senators and other officials who are supportive of charter schools.
- At the 45 minute mark, Hanna talks about the long term nature of the work and how important it is to be doing the right policy work that sets the stage for electoral success.
- At the 47 minute point, Andy laments how after Obama’s election we collectively pulled back working on context and conditions thinking that we had won, and that translated into lost opportunity and eventual loss of momentum.
- At the 51 minute mark, each of the panelists offer final advice about what would be smart advocacy that would help in the early months of the Biden Administration, especially if the Administration chooses to pursue an appointment for Education Secretary that would be highly threatening to our schools.
I thank Andy, Hanna and Derrell once again for agreeing to be part of this CharterFolk Chat.
Listen to this post as a podcast.
Good morning, CharterFolk.
Excited about readership levels of Kyle Rosenkrans’s piece about Newark. I really liked his observations that unlikely political alliances and encouragement of charter school stakeholders to be involved in elections really matter. And regarding his comment on mudslinging, I actually agree with him. I don’t think we should be surfacing just any old criticism of traditional public schools. We should only be highlighting problems where we believe charter schools are modeling a path forward for all schools. This is why, in my opinion, it is critically important that we have a clear North Star and a set of policy proposals aligned with it, which is one of the things I have been attempting to broken record here at CharterFolk. I’ll return to how we discern between mudslinging and principled critique in upcoming posts.
Thanks again to Kyle for a really thought-provoking piece.
Given that all attention next week will be focused on the election, I’ll hold off on posts and will use time organizing content on the site. The next time you’ll hear from me will be on Monday the 9th.
On to today’s post.
Summary Update: Today I recount the story of my son’s soccer team, which shows as well as anything I know how educational inequity plays out in our society, imposing greater challenge upon kids from families who have not previously had the opportunity to attend college.
I thought today I would dive into a topic that has been a new obsession of mine – how educational inequity is made plain in the experience of the boys and families connected to my son’s soccer team.
Quentin is 15 years old.
From the earliest days, it was clear he was quite athletic, so much so that several friends suggested that I really needed to take a paternity test. When he was about six, a coach suggested we should take him to try out for club soccer. Truth be told, I didn’t even know what club soccer was. But he made the team, and they have turned out to be very good. The year before COVID, they won the state-championship for Northern California.
Several of the players on the team have been offered opportunities on various special teams, including joining professional youth programs connected to MLS teams and La Liga teams in Mexico. The boys on the team have become Quentin’s closest friends. Before COVID, we were having hordes of them sleep over on weekend nights. And families get together frequently. We’ve had all the families to our place for gatherings several times.
Through that process of getting to know everyone, something slowly dawned on me: this soccer team is an incredibly unique social unit. It consists of a mix of boys where about 60-70% would be first generation college attendees, and where 30-40% have parents who have completed college. As would not be difficult to guess, the kids who would be first-gen generally come from Latino families and other families of color, and the kids coming from families whose parents have college degrees are mostly white.
When the uniqueness of the social mix had finally sunk in, I was reminded of one of Larry Rosenstock’s mantras from High Tech High, which was that the prime determinant of whether a student goes to college is being in a friend group where it is presumed that all are going to college. In this case, the friend group is in a particularly strong collective position to attend college given that the boys’ soccer skills make them highly attractive to coaches. And, as Quentin reported to me, nearly all the boys were carrying at least 3.5 grade point averages.
It led me after a game last fall to ask Quentin whether he thought there was anything he could do to help ensure that all of his teammates would end up using their awesome soccer skills to go to college. His answer was quintessential teenager:
Well, if it matters so much to you, you could take the college tour you’re planning for me back east and turn it into a trip for the whole team.
Six months and a helluva a lot of frequent flyer miles later, seventeen boys, four fathers, and my wife Amy …
… boarded a plane for Boston.
Over the next nine days we saw 13 schools, some Ivy’s but mostly small NESCAC (New England Small College Athletic Conference) schools …
… Division 3 schools that care a lot about soccer.
Meeting coaches …
Talking to college admissions officers …
Getting a feel for college life …
Meeting with students who were first gen. The panel that Bates pulled off for us was amazing. (5 of the 10 students were from charter schools.)
And having our share of adventures. Don’t even get me started on the bedbug incident in Middlebury.
Wrapping up in New York …
Catching a few sights ….
… before flying back home.
An incredible experience.
Of course, the point of the trip was not that anyone on the team needs to go all the way back east to go to college, but to underscore that if the boys use their soccer skills wisely and keep their grades up, they could probably find schools that are both great at soccer and great at giving kids a valuable education.
It seemed, coming back, that the trip was having its intended effect. Boys and parents were excited about possibilities.
Then the harsh reality set in, the harsh reality of learning more about where the kids were going to high school. No surprise, the kids whose parents have gone to college are enrolled in schools that are preparing them for college. Most attend private schools. Some like Quentin have moved out of central Sacramento to be in the attendance boundaries of decent public schools.
And the first-gen kids?
CharterFolk, it’s just so appalling. In Sacramento proper, several of the big high schools have selective admissions magnets on their campus. If you haven’t gotten into those magnets, which none on the team have, the campus then tracks you into other academies that set you on a course for jobs that do not require a college degree.
At the post trip pizza party, parents were already sharing other ideas: plans to change to charter schools and other options in the area; hopes to get into College Track, a support program for first gen kids in school districts like Sacramento Unified; and generally, a spirit of making sure that all the kids stay on course for college knowing that a positive peer and family effect could be one of the most important supports we could collectively offer.
Less than a month after we got home, COVID hit.
The experience of the soccer team reflects all the broader trends we are hearing about how COVID is having very different impact on education depending on your background.
The private schools were the fastest to pivot to online learning in the spring.
And they’re the ones returning to classroom instruction this fall …
… meaning the kids whose families had gone to college previously are getting one kind of education.
Meanwhile, our first-gen kids in Sacramento Unified schools are getting a completely different kind of education. They are attending schools whose unions and administration have been unable to come to even the most basic agreement about how remote learning should occur
And learning in person is essentially completely off the table for the foreseeable future.
This past weekend, the team travelled to Arizona for the first tournament it has participated in since February. The disparate experiences of the first gen kids and the kids whose parents have gone to college couldn’t have been more plain to see. One set of kids headed back to remote learning on Monday morning. The other set headed back to class.
This, CharterFolk, is the world we live in.
One soccer team. Two completely different experiences.
One set of experiences setting up kids for success.
The other not as much.
And having gotten to know the families as I have over the past near-decade together, I am fully confident, we will figure this out. Whatever we have to do in the micro to help the first-gen kids compensate for the clearly inferior learning opportunities being made available to them, somehow with good old fashioned love and affection for one another …
… working together, the parents of Sacramento United will get it done.
But for the longer term? In the bigger scheme of things? Helping millions of kids and families overcome the challenges of education inequity that are now so widespread throughout our entire country?
That, my friends, is the work of CharterFolk.