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AEP Online |
A+ Advice for ParentsWeighing a transfer to a small charter schoolQ: My daughter, Jawana, is a freshman. We just learned there are spots left at a small charter high school in our district. It is only two years old, so it doesn't have a track record but we hear good things. The high school she started in this week is huge. Though it offers more options, it seems less safe and very "clique-y." If she's going to transfer, we need to decide fast. What questions should we ask when we visit the charter? A: Ask the same questions you'd ask if you had just moved to town and were "shopping" for schools. Look first for comparative data. Even though the school is relatively new, you should find some indicators. How does it compare to her current high school in terms of graduation rate; college acceptance rates, state test scores, attendance rates? "Remember that numbers at small schools can be easily skewed by the performance of a small percentage of students so look at disaggregated data as well," advises Luke Janka, a small-schools expert and New York City educator. Check state or district Web sites, or go to www.greatschools.net. When you visit the school, Janka suggests asking the following: -- Is there a favorable teacher-to-student ratio? Research in support of small schools shows that because class sizes are usually smaller, relationships between teachers and students are stronger, leading to higher student achievement, says Janka. Generally, small schools use an "advisory" program that allows students to get to know faculty and staff. "When students are known well by at least one adult in the building, they have an advocate. When they trust their teachers, they are more willing to extend themselves in the classroom. These positive relationships promote good attendance and a greater willingness to work hard. Plus, when a problem occurs, someone on the faculty will be able to respond immediately." -- How good are the teachers? What's their level of certification? What's the faculty balance between novice and experienced? Newer teachers have fresh new ideas and passion, says Janka, but they may lack strategies for adjusting instruction to reach each student or for diagnosing learning problems. "It's important to know what ongoing professional development opportunities there are for faculty. Ask how the faculty was selected. Some charter faculties are chosen by principals whose visions shape the schools. Some are staffed with young recruits from a 'crash course' teacher-training program. While they come with good intentions, they are often not ready for the demands of high-school teaching." -- Does the curriculum reflect intellectual rigor? Does the charter have an academic focus or theme? Look at the curriculum, suggests Janka. "What are the standards and learning targets for students? Can you get a clear picture of what Jawana should know, understand and be able to do to successfully pass from grade level to grade level? Do assignments ask students to demonstrate higher-level thinking so that they construct new knowledge, or do they merely have students recount what they've learned? How are students assessed? Do they only take tests, or are they asked to create portfolios of work that demonstrate understanding and growth over time?" -- What leadership development opportunities do students have? While small schools have fewer clubs, sports and elective courses, many partner with local universities or community organizations to provide opportunities for students that help them apply what they're learning in the world outside school. "Small-school faculties consider the school a learning community and tend not to make a strong distinction between academic and extracurricular activities. Often the goal is to integrate intellectual, social, emotional and civic growth. Many small schools make it part of their mission to guide their students' character and values development and create ways for them to develop leadership skills. Often, they promote 'service learning,' a type of community service, and offer workplace internships. This can be very motivating to students. Discuss the offerings with Jawana. Can she imagine herself becoming engaged in them?" -- How involved are the parents? Make appointments to talk with some. Ask why they chose the school and if it's meeting their expectations. "Does the school pursue parent involvement? How active are parents and in what ways? Try to find out if the school works to engage all parents -- those who lack political and social capital, or who have limited English proficiency -- as well as the activist parents," says Janka. "In a small school that's striving for overall excellence, you want all parents to feel welcome and engaged. When they do, their children will, too." Teacher Tip Two first impressions count: yours and Jawana's. When you visited, did you feel welcome? Were the hallways and classrooms safe and inviting? How did Jawana feel about the school? Along with the answers to your questions, include a "gut check" as part of your decision-making. Copyright 2007, United Feature Syndicate, Inc. A-PLUS ADVICE FOR PARENTS 9-3-07 Submission inquiries? Contact Dave Gladney at 856-241-7772 or dgladney@AEPweb.org.
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