no-match feasibility study

In November 2007, the NOA-TV Board of Directors expressed an interest in determining the

feasibility of creating a Media Charter School in New Orleans. This report serves to demonstrate

the viability of such a venture, based on research gathered from various local, regional, and

national sources and organizations.

This study is divided among eight sections and the accompanying appendices.

SECTIONS

I. What is a Charter School

II. Types of Charters in Louisiana

III. Organizations to Assist

IV. Elements of Effective Charters

V. Charter Performance & Achievement Research

VI. Funding & Cost

VII. NO-MATCH Points of Difference

VIII. Recommendations & Next Steps

APPENDICES

A. Supporting Articles

B. Teachers’ Pay

C. Estimated Budget – Year One

D. Media, Arts & Technology Curriculum Ideas

E. Service-Learning Curriculum Ideas

© 2008 Prepared by Mimi Loftus for New Orleans Access Television 1

I. What is a Charter School?

The first Charter School Law was passed in Minnesota in 1991, followed by California in 1992.

Now 40 US states and the District of Columbia have laws, and this movement is the fastest

growing trend in education nationwide.

Charter schools are independent public schools open to all students, regardless of income,

gender, race, or religion. These schools of choice provide high-quality options to families who

are dissatisfied with their traditional district schools.

Charter schools exist under a contract with an authoritative public body, such as a state or local

school board that holds the charter school accountable for results. Although public, they run

independently of traditional school districts, yet are funded in part by taxpayer money. Charter

schools cannot charge tuition, nor can they discriminate in their admissions policies.

Charter schools have their own school boards. As self-governing entities, they have the

autonomy to make quick, effective changes to meet students’ specific needs, which helps

improve student achievement.

Charter schools hold students, teachers, and parents accountable for improving student

achievement. They have the freedom to reward teachers with higher pay when they have met the

needs of their students. They also have the freedom to release those who do not.

The “charter” is a legal contract that outlines the school’s mission, program, goals, students

served, and ways to measure success.

Many families choose a charter school because of its innovative curriculum, others because of its

focus on academic achievement, and still others because it offers a promising alternative to an

underperforming neighborhood school. Regardless of the reason, Charter Schools offer families

a choice in their children’s education, and access to quality education without having to pay

tuition.

Studies have shown that charters improve academic achievement and greatly increase parental

satisfaction. Just as telling, the demand for charters continues to grow. Every year, more and


more charters schools develop, and in many areas waiting lists are growing longer by the day.

It's no wonder that charter schools are widely considered the most exciting and promising

education reform in the last generation.

School choice is an important component and a major reason why more parents lean toward

sending their children to Charter Schools. School choice is about providing opportunities for

children without a burdensome cost that has prevented certain members of the population from

electing a school, rather than attending one assigned to them based on proximity or other

arbitrary factors. Now a family can elect a school based on its mission, unique academic

program, or other factor more significant to student learning and performance.


II. Types of Charters in Louisiana

Type of

Charter

School

Explanation

Chartering

Authority (Who

Grants Charter)

Students Eligible to Attend

Type 1 New Start-Up Local School Board Only pupils eligible to attend

public school in district in which

charter school is located

Type 2 New Start-Up or

Conversion

BESE Pupils who reside within the state

Type 3 Conversion Local school board Only pupils eligible to attend


charter school is located, or pupils

from same area as pre-existing

school (Student body prior to

conversion gets preference)

Type 4 Conversion or

Start-Up

School Board

Charter with BESE

Only pupils eligible to attend


charter school is located, or pupils

from same area as pre-existing

school, or pupils attending as a

result of an agreement between

school boards

Type 5 Academically

Unacceptable Pre-

Existing School

Transferred to RSD

BESE Students who would have been

eligible to enroll in or attend the

pre-existing school, and students

who is eligible to participate in a

school choice program

A Type 1, Type 3 or Type 4 charter school receives its funding through its local school board,

and a Type 2 charter school receives its funding through the State Department of Education and


BESE. A more detailed explanation of funding will be found in section VII.

Charter Schools must reflect the at-risk population of public school students in their district.

Any of the following may form a nonprofit corporation for the purpose of proposing a charter as

provided in this Subsection, provided that the group submitting the charter school proposal

includes three or more persons holding valid and current Louisiana teaching certificates:

• A group of three or more teachers;

• A group of ten or more citizens;

• A public service organization;

• A business or corporate entity registered to do business in Louisiana pursuant to law,

excluding any business or corporate entity subject to the provisions of R.S. 18:1505.2(L)

as provided in R.S. 18:1505.2(L)(3);

• A Louisiana college or university, licensed by the Board of Regents, pursuant to R.S.

17:1808.

• The faculty and staff of any city or parish public school or any local school board;

• The state Department of Education, subject to the approval of the state board.

No more than the number of charter proposals that would result in the total number of charters

entered equaling forty-two may be entered into by all chartering authorities. A local school

board may enter into any charter it finds valid, complete, financially well structured, and

educationally sound after meeting the requirements of the guidelines.

Applications to open a charter school may be approved only from May first through January

thirty-first of each year. A charter school shall begin operation by not later than twenty-four

months after the final approval of the charter, unless such charter school is engaged in

desegregation compliance issues and therefore must begin operation by not later than thirty-six

months.


III. Organizations to Assist

Starting a school can be a daunting task, but there are several local and national organizations

established to assist in the process. These organizations appear in no particular order.

A. National Alliance for Public Charter Schools

The National Alliance for Public Charter Schools is the national nonprofit organization

committed to advancing the charter school movement. Our ultimate goal is to increase the

number of high-performing charter schools available to all families, particularly low-income and

minority families who currently don't have access to quality public schools. The Alliance

provides assistance to state charter school associations and resource centers, develops and

advocates for improved public policies, and serves as the united voice for this large and diverse

movement.

B. USCharterSchools.org

US CharterSchools.org is the most widely used and comprehensive online resource available to

charter schools today. It receives an average of 4,000 visits (80,000 hits) per day and has over

10,000 subscribers to its online newsletters - the weekly Charter Schools News Connection, and

the monthly Resource Update.

The US Charter Schools Web site is a place where charter school developers, authorizers, and

operators can meet, exchange ideas, and access a valuable resource library. The Web site

provides a wide range of information and links to resources to guide charter schools in every

phase of their development — from start-up, to expansion, to renewal.

While the initial development of the US Charter Schools Web site involved input from numerous

individuals in the charter school movement from across the country and the generous support of

the US Department of Education, this site is currently supported by a consortium of

organizations interested in providing accurate information and promising practices about and for

charter schools.


C. Center for Education Reform

The Center for Education Reform (CER) creates opportunities for and challenges obstacles to

better education for America's communities. CER is a 501c(3) public, non-profit corporation

organized in the District of Columbia in 1993. Our sources of funding include contributions

from foundations, businesses, and private individuals.

Founded in 1993 to translate ideas into action, CER combines education policy with grassroots

advocacy to work deep within the nation's communities to foster positive and bold education

reforms. Today, this national group serves as a full-service education reform engine working in

over 40 states.

CER advocates reforms that produce high standards, accountability and freedom, such as strong

charter school laws, school choice programs for children most in need, common sense teacher

initiatives, and proven instructional programs. Its Washington, DC-based team, state, and local

partners advance the mission by:

• Making parents better advocates for their children

• Giving lawmakers the knowledge they need to make smart decisions

• Providing school-based reformers the tools to promote positive change

• Building and strengthening education reform leaders in the states

D. National Charter School Research Project

The National Charter School Research Project (NCSRP) aims to bring rigor, evidence, and

balance to the national charter school debate. Their goals are to 1) facilitate the fair assessment

of the value-added effects of U.S. charter schools, and 2) provide the charter school and broader

public education communities with research and information for ongoing improvement. The

Project is an initiative of the University of Washington’s Center on Reinventing Public

Education.


Project Goals

NCSRP will:

• Identify high-priority research questions.

• Conduct and commission original research to fill gaps in current knowledge or to

illuminate existing debates.

• Help policymakers and the general public interpret charter school research.

Quality Control

The Advisory Board guides the selection and methodology of the research. Additionally,

independent peer review is an integral part of all NCSRP research. All documents are subject to

a quality assurance process to ensure that:

• the problem is well formulated;

• the research approach is well designed and well executed;

• the data and assumptions are sound;

• the findings are useful and advance knowledge;

• the implications and recommendations follow logically from the findings and are explained

thoroughly;

• the documentation is accurate, understandable, cogent, and balanced in tone;

• the research demonstrates understanding of related previous studies;

• and the research is relevant, objective, and independent.

Peer review is conducted by research professionals who are not members of NCSRP.

C. Thomas B. Fordham Institute

The Thomas B. Fordham Institute, based in Washington, D.C., is a nonprofit organization

affiliated with the Thomas B. Fordham Foundation. The mission mirrors that of the Foundation.

They are neither connected with nor sponsored by Fordham University.


The Mission:

The Thomas B. Fordham Institute believes that all children deserve a high quality K-12

education at the school of their choice. Nationally, the foundation strives to close America's

vexing achievement gaps by raising standards, strengthening accountability, and expanding

education options for parents and families.

The work is grounded in these convictions:

• all parents should have the opportunity to select among a variety of high-quality

schools for their children;

• the path to increased student learning is to set ambitious standards, employ rigorous

assessments, and hold students, teachers and schools accountable for performance;

• every school should deliver a content-rich curriculum taught by knowledgeable

teachers; and

• schools exist to meet the educational needs of children, not the interests of institutions

or adults.

They advance the reform of American education by:

• engaging in solid research and provocative analysis;

• disseminating information and ideas that shape the debate;

• supporting quality schools and organizations in Dayton, in Ohio, and across the nation;

• sponsoring charter schools in Ohio and building their academic excellence; and

• informing policy makers at every level about promising solutions to pressing education

problems.

Although Institute and Foundation share staff and offices, the Thomas B. Fordham Institute is an

independent entity with its own 501[c]3 designation. In addition to expending some of its own

resources on the work described above, it seeks and may receive grants, contracts, and gifts to

augment its capacity to pursue such work. The Institute both conducts project work itself and

enters into agreements with other organizations and individuals to help carry out this work.


D. Center on Reinventing Public Education

The Center (CRPE) was founded in 1993 by the University of Washington's Daniel J. Evans

School of Public Affairs.

From its beginning, one question has dominated the Center’s work: How can urban school

systems provide strong, coherent schools that create equal opportunity for all children?

Through a national program of research and analysis the Center examines a range of

alternatives that rethink and challenge the current system.

The Center seeks ways to make public education more effective, especially for disadvantaged

children in big cities. They assume that it is not possible to improve student outcomes without

changing schools and districts, and that public education today is the result of policies about

everything from what is taught and how, to how time and money are used, who may teach, how

performance is defined and measured, and what incentives are created for adults. They

therefore formulate possible changes in every element of public education, show how they

might work, and assess their likely benefits and costs.

E. New Schools for New Orleans

New Schools for New Orleans (NSNO) is working to achieve excellent public schools for every

child in New Orleans by attracting and preparing talent to teach and lead, launching and

supporting open-enrollment public charter schools, and advocating for accountability and

sustainability of high-quality public schools.

NSNO is a clearinghouse of information for school operations, and is committed to providing

operational support for school leaders and business managers. NSNO hosts workshops and

information sessions on a regular basis to discuss significant issues facing educators throughout

the city, and to develop business manager knowledge. Trainings focus on general school

operations issues, including accounting, financial management, human resources, as well as

other important topics. During training sessions, business managers learn about managing

school support services, preparing and managing the school's finances, and running the business

side of school operations. Sample policies, budgets, and other training manuals are disseminated


at these training sessions.

NSNO’s initiatives are driven by the practices of high-performing urban public schools, the

needs of New Orleans schools, and the requirements for a sustainable system of schools.

• Attracting and Preparing Talent to Teach and Lead: Excellent schools are staffed by

excellent educators. NSNO is supporting the development of human capital in our city’s

schools by recruiting outstanding teachers and leaders, and by partnering with

TeachNOLA and New Leaders for New Schools to address urgent talent and capacity

needs in New Orleans schools.

• Launching and Supporting Open-Enrollment Public Charter Schools: We must fill

the growing need for New Orleans schools with excellent schools. The NSNO

Incubation program recruits and selects exemplary school founders to launch outstanding

new schools in New Orleans, and provides extensive financial and operational support to

help this select group of school leaders prepare for opening day.

• Advocating for Accountability and Sustainability of High-Quality Public Schools:

• NSNO serves as a voice for excellent schools in New Orleans, and advocates on their

behalf in community, district, and state relations. NSNO also provides targeted grants to

improve the performance of existing schools that demonstrate the ability to capitalize on

our investment. Finally, NSNO knows that our transforming system of schools will

succeed only if parents are aware of their options and are prepared to exercise them. To

that end, NSNO sponsors public and parent information initiatives to ensure that parents

and community members realize the opportunities of our city’s new landscape of schools.


IV. Elements of Effective Charters

Despite the fact that Charter Schools have existed for merely 16 years, there exists extensive

research illustrating the manner in which successful and effective Charter Schools operate. Most

interesting, although perhaps not surprising, are the commonalities shared among most

successful Charter Schools.

1. INNOVATIVE SCHOOL PROGRAM

1. MISSION-RESPONSIVE CURRICULUM & PEDAGOGY

A school with a strong and specific mission creates an innovative pedagogy, which in turn leads

to a coherent curriculum. When the staff and faculty buy into the program, the instruction is also

responsive to the developmental approaches to learning as detailed in the school’s mission.

These schools that develop their own curricula typically do not use textbooks. Rather, they rely

on supplemental materials and innovative teaching methods.

One popular approach is project-based, or performance-based learning, which requires that

students demonstrate their understanding of what they have learned through practical projects.

This approach can be universally applied, despite grade level. Another technique common

among these schools is the implementation of internships for older students, who then develop

real-world connections.

Another innovative approach is to allow students choice, and therefore ownership, in the

curriculum. This innovation motivates students as they organize their own progress, within the

boundaries of the adopted curriculum, of course. This can be achieved through something as

simple as choosing a set of activities or exercises, or through the freedom to choose the topics of

their projects, or as complex as choosing among Advance Placement or elective courses.

2. FLEXIBLE STRUCTURE & OPERATIONS

One unique and powerful characteristic of charter schools in general is the flexibility in the

methods used to fulfill the mission. However, one cannot deny the necessity of structure in any

school culture. Thus, in charter schools that are mission-driven, structure corresponds with what


the school has set out to accomplish.

For example, schools can choose to expose students to arts or language curricula that

complement their core classes. In adopting a complementing curriculum, a school may offer

opportunities uncommonly found at traditional public schools. One clear benefit to this approach

is a holistic education that ties into the students’ ability to elect courses that are of interest to

them, and that supplement the core curriculum in a practical manner.

The aforementioned example might complicate scheduling. However, a charter school might

elect to operate on an extended day. This is an attractive and popular approach, especially

considering their commonly ambitious missions.

3. RESPONSIVE STAFFING

As previously stated, charter schools are independent public schools, and therefore have the

autonomy to hire teachers and administrators who “buy into” the program. This is not a difficult

proposition, especially considering the upsides commonly found in effective charter schools.

Teachers have creative control in their classrooms. This seemingly minor detail can make all the

difference for an educator whose ideas for lessons will be highly valued by the administration.

Charter schools have student/teacher ratios that rival those in private schools. This factor is

necessary, considering the rigorous demands made of faculty and students, not to mention the

ambitious results effective charter schools have set out to accomplish. By lowering class size

and adding a teacher’s aide or education specialist in each classroom, students receive more

personalized attention, and the outcomes reflect that distinction.

4. SUPPORTIVE SCHOOL ENVIRONMENT

A common phrase used by faculty, staff, administration, students, and parents at most effective

charter schools is that the school is “like a family.” When the culture of the school is

established, and students feel as though the faculty and staff truly care about them, a subtle shift

occurs, and the students’ performance reflects their confidence not only in themselves, but in

their learning environment, as well.


Despite the commonly held perception that school-aged children are wholly self-absorbed, in this

model the students help each other, and with overwhelmingly positive benefits. A tone of

acceptance is crucial to the success of this model. Individuality is celebrated, not ridiculed. This

open-minded environment of tolerance creates a sense of unity, and helps students see that our

similarities far exceed our differences, and those differences are not threatening.

Long gone are the days of the one-room schoolhouse, but unfortunately many traditional public

schools continue to treat all students as learners with the same needs and abilities. However, in a

charter school that behaves like a family, each child’s abilities, needs, and exceptionalities are

analyzed and assessed. From the assessment, a more personalized level of support is devised,

and teachers determine how to meet the specific needs of the students. This requires a great deal

of work, dedication, and commitment, which ties back into finding faculty who buy into the

program of the school.

A popular incentive program that is sweeping schools nationwide is the Positive Behavior

Support, or PBS. While punishment is necessary for structure, it doesn’t work as a deterrent –

especially among adolescents whose reasoning skills are sorely lacking. Rather, rewarding

positive behavior in the form of incentives keeps students focused on being prepared

academically, and behaving in a manner that is in keeping with the rules and regulations

established by the school.

2. PROMOTING A COMMUNITY OF CONTINUOUS LEARNING

I. INTERNAL ACCOUNTABILITY

Charter schools do not follow traditional protocol for accountability. That is, the do not answer

to a traditional school board. Rather, they answer to themselves, to their boards of directors, and

to their mission and by-laws. Often, the expectations established by charter schools for

themselves lead to more rigorous demands than those established for traditional public schools.

Therefore, there must be in place a mechanism for accountability that constantly assesses

strengths and weaknesses, and allows for the inevitable unforeseen dilemmas that arise.

One of the advantages of charter schools is they tend to be smaller than traditional public

schools; therefore, the teachers tend to have more personal relationships with their students. This


factor can help greatly when the faculty and staff are assessing the success of the curriculum and

teaching methods. Many effective charter schools schedule weekly meetings during which

teachers have the opportunity to share their experiences and “compare notes” on various topics

ranging from individual students’ performances to best practices. Due to the flexibility inherent

in the charter school system, these meetings prompt teachers and administrators to act quickly

and make necessary changes that address issues and concerns immediately.

Professional development is an essential component to internal accountability. Too often,

professional development comes in the form of a 2-day session before the start of the academic

year, and a few days sprinkled throughout the school year. Effective charter schools prepare

their faculty and staff through a rigorous professional development program that is aligned with

the mission of the school. Teachers are encouraged to attend seminars, colloquia, support

groups, and other events intended to maintain positive performance.

II. STAFF COMMITMENT

School choice is not only beneficial for students and parents; it’s beneficial for faculty, as well.

As previously stated, teacher buy-in is essential to the success of the school, and effective charter

schools hire faculty who strongly share (perhaps were even part of creating) the mission of the

school. A sense of ownership in the culture leads to dedication, and a willingness to do whatever

it takes to see to the success of the school.

Albeit, no one goes into education for the money; however, teachers deserve a decent standard of

living. There are creative ways effective charter schools reward teachers in addition to paying

salary and benefits. For example, many health care plans offer monthly massages as part of their

benefits. Budget for monthly dinners at a fun restaurant. Surprise a well-deserving teacher with

a day off for good behavior. These simple gestures tell teachers they are valued and respected,

and in return will help to strengthen staff commitment.

III. PARTNERING WITH PARENTS & THE COMMUNITY

A popular adage in public elementary and secondary schools is “It will be a great day when

schools get all the money they need, and the military has to hold a bake sale to buy guns.”

Political satire aside, people universally agree that the money allocated to schools – especially


poor urban schools – is rarely adequate by the time it actually reaches the students. Effective

charter schools seek parents and other members of the community to invest in the schools.

Parental commitment is essential to student achievement. Parents who volunteer at school are

visible to their children, and the message is clear – this is so important that I will give my time to

assure its success. Also, parents are a rich resource that schools can use for a variety of

activities. A mom who is a yoga teacher could hold a class for students and teachers. A dad who

is a police officer could make a presentation to the school about safety.

Parents have chosen a particular charter school for a reason – and they undoubtedly have a

vested interest in the school’s success. Also, involving parents affords them a rock-star status,

and the appreciation they feel as a result of their commitment will make them feel the joy

teachers feel on a daily basis.

Partnering with the community has become an essential element for effective charter schools.

Faith-based organizations may donate school supplies they have collected from their members.

Assisted-living and other geriatric care centers are always looking for ways to bring unique and

enriching activities to their residents. The school choir could perform as practice for an

upcoming competition. Children could participate in an “Adopt-a-Grandparent” program.

Most local businesses and community organizations are more than willing to help a school. It

benefits them as a potential tax write-off, creates a bond with the school, and fosters a sense of

civic pride. Restaurants might be willing to provide food for an after school program. A

sporting goods shop could sponsor an athletic team.

These are mere examples, and there are countless creative methods for involving parents and the

community in the culture of the school, but effective charter schools categorically substantiate

the effectiveness of such involvement.


V. Charter Performance & Achievement

Research Findings

Inherent in the design and purpose of charter schools is the concept of accountability. In

exchange for autonomy, charter schools agree to meet the standards established in the mission.

In order to demonstrate the school is meeting its expectations, it must conduct ongoing research

and collect measurable data, or lose the charter and essentially go out of business. In an article

published in the New York Times on December 20, 2007, Michael Duffy, Overseer of the

Charter Schools for New York City’s Education Department said, “…charter schools are all

about accountability. It’s baked into their DNA. They are data driven and focused on how their

students are doing, so it’s not surprising to see them do well.”

Organizations such as Harvard University’s Program on Education Policy and Governance, the

National Alliance for Public Charter Schools, and the National Charter School Research Project

have published reports that analyze and interpret data collected from among over 3700 charter

schools in 40 states. Some findings are encouraging, demonstrating how excellent schools

operate. Other studies show that certain charter schools are failing to meet the benchmarks

established in their missions.

There are important facts to consider when analyzing the achievement of students attending

charter schools. According to the National Assessment of Educational Progress (NAEP), “…a

high proportion of…students are struggling academically when they [enroll in] charters.” Yet,

despite the odds against students who enroll in urban charter schools, many findings report

encouraging details. Harvard University released a study stating that students who attend charter

schools in existence for nine or more years are 10% more proficient on state exams than their

peers who attend traditional public schools.

A fact reported by NAEP and corroborated by other studies is that performance tends to be

higher in charter schools in operation for seven or more years. This information should not

surprise anyone; rather, it should serve to encourage those who create charter schools, and

prepare them for the challenges that they will surely face in the first five years. Certain factors

account for charter school performance and achievement across the board. Daily attendance is


higher and more consistent at charter schools. In cities where district and municipal leaders

support charter schools, performance is higher. When the entire community is involved in the

chartering process, achievement is measurably higher when compared to traditional public

schools.

However, not all data collected points toward charter schools as the end all-be all of urban

education. More than 50% of all charter schools achieve better their district counterparts;

however, charter school administrators are not satisfied with merely outperforming traditional

schools that represent the lowest common denominator. The goal of urban charter schools is to

educate every student to high standards.

From the 4th Edition of Charter School Achievement: What We Know published in October 2007,

“Some charter schools score at or near the top of the heap in their cities and states; it is these

schools that show the great promise of chartering as a mechanism for creating new, excellent

schools. Others lie at the bottom of the heap; the existence of these schools suggests the need for

stronger up-front chartering and ongoing accountability, but it is also just a natural phenomenon

in any open system.”

What is most encouraging about the data collected and the subsequent reports that are released is

we can access the information, learn from the mistakes of less effective schools, and adopt what

works from the successful schools.


VI. Funding & Cost

Funding is a controversial subject, and a heated topic among charter school authorizers, state

legislators, and charter school administrators. As previously stated, charter schools are public

schools; they do not charge tuition; admissions are not based on ability or other arbitrary

factors; any student within a district may attend a charter school. However, most charter

schools receive significantly less funding than their traditional public school counterparts. This

fact creates a unique challenge within charter school culture, and administrators are in essence

forced to compensate for inadequate funds through creative financing or innovative techniques.

A recent Education Trust study found that 36 states have a funding gap between low-poverty

and high-poverty districts, with a national disparity of over $900 per student. Another recent

Education Trust study showed that the ten largest school districts in California all post a

spending gap between high- and low-minority high schools, ranging from $64,000 to more than

$500,000 per school. The study also found that, collectively, teachers serving students in

schools that enroll low-income K-12 youngsters receive on average $140,000 less than teachers

in wealthy schools. That gap grows to $172,000 for students in schools that serve mostly

Latino and African-American students.

Schools often get a good bit of their funding by asking for it—and some schools are much better

at asking than others. Districts typically fund adults, buildings, and programs before they think

about funding actual students, and programs in particular vary widely from school to school.

Programs can take any number of forms in a district—from special academic offerings for

students to professional development for teachers—but the shared characteristic is that with

programs come staff members, funding, and other resources.

Most states allocate at least some of their funds on a per-pupil basis, often weighted to account

for differing levels of student need. But states generally do not provide funding directly to

schools. Instead, they provide money to districts. The funds then go into one big pot at the

district and are allocated through the same unfair district policies we have already discussed.

State policies typically do little to ensure that districts allocate state funds fairly among their

schools and students. And state policies often under-fund non-district public choice options,

such as charter schools. With the advent of new forms of public schooling, policymakers have


shoehorned these options into existing finance systems rather then retooling those systems to

accommodate the new reality.

Funds required to start a school come in the form of grants offered through the federal and state

boards of education. As is common among funds of this type, these start-up grants have very

specific allowable categories and activities, as well as specific funding periods. In order to start

the proposed New Orleans Media, Arts, and Technology Charter School, or NO-MATCH, it will

require approximately $300,000 that will be used for the initial start-up of the school. The first

year of operation will require approximately $6 million. Certain budget lines will decrease

during years two through five (the contract for a charter lasts five years, and is renewable). The

cost of supplies will decrease by $675,000 from $890,000 to $215,000. The cost of property will

decrease by $721,000 from $821,100 to $100,000. However, as the school grows and enrollment

increases on an annual basis, the need for teachers grows concurrently. Salaries and benefits will

increase during years two through five.

Revenue sources will come from federal, state, and local sources. In addition to the per-pupil

amount, there are other pools of money to which the school will have access. For example, Title

I funds are granted funds based on the percentage of the school population that qualifies for free

or reduced lunch. In addition to these sources are foundation grant dollars that can be used to

offset certain expenses. This is why the grants coordinator is such an important position. That

person can identify money available for the school from corporations such as Apple Computers

or Panasonic, or from foundations that are interested in research in education, such as the Ford

Foundation. There are always creative ways to offset expenses, and at a school like NO-

MATCH, which offers a unique program and opportunity, organizations will want to be part of

its development.


VII. NO-MATCH Points of Difference

There is no shortage of charter schools popping up in New Orleans, and each promises to turn

around what was unarguably one of the worst public school systems in the United States.

Research has clearly shown that there are quality charter schools that operate with efficiency and

excellence, and there are mismanaged charter schools with little hope of renewing their

contracts. Knowing this, NO-MATCH must offer key points of difference in order to achieve

such an ambitious goal.

Academic Program

Most charter schools intend to create rigorous academics that will serve to prepare their students

for success in post-secondary education environments, or for work. However, it is exceptionally

difficult to take apathetic students who have been performing well-below grade level and merely

surviving in a failing educational environment and instill in them the drive, motivation, and

desire to suddenly perform. It takes a sincere willingness on the part of the student to work in a

way he has perhaps never been asked to work before.

Therefore, the academic program proposed by NO-MATCH will begin with Kindergarten, First,

and Second Grade students, adding a grade each year. Students will not be able to transfer in to

NO-MATCH. They must start school as a Kindergarten student, and progress accordingly. The

reasoning behind this approach is sound – introducing children to quality education at an early

age prepares them to be excellent students throughout their lives. They will have the solid

foundation necessary to achieve their goals.

Unique Curriculum

According to the data collected during this research, there are many arts and technology charter

schools throughout the United States. Some charter schools researched offer media programs.

The proposed curriculum that would be offered at NO-MATCH is unique on several counts.

Media, Arts, and Technology will not be separate courses that students take. Rather, the core

curriculum will be infused with Media, Arts, and Technology. This is an important distinction,


and an exciting proposition for education designed to truly prepare children for life in the 21st

century. Appendix D offers some specific lesson ideas that might help to clarify this concept.

Media is now included in the formal definition of literacy. Therefore, students will need a clear

understanding of different forms of media, how to interpret the manner in which information is

transmitted, and be able to use media for their own purposes. Through their work analyzing and

understanding media, students will learn the power of communicating and articulating a

message, and taking an idea from concept through to fruition. Media-savvy students think

critically about the world, and do not accept information without first considering the source.

If there is one thing all members of the education community can agree upon, it’s that children

who are exposed to the Arts achieve significantly higher than those who have no exposure to the

Arts. Researchers include music, visual arts, and performing arts under the broad umbrella of

The Arts. A connection to the arts through all aspects of the curriculum would demonstrate the

relevance and necessity of an area that is often considered disposable and expendable to districts

as soon as a budget mandates necessary cuts. Understanding the significance of how The Arts

influence, affect, and reflect humanity elevates students to a level of thinking that will translate

significantly to their academic achievement.

Without question, one the most dramatic and significant developments of the past 25 years was

the creation of the microchip processor, which afforded the advent of personal and portable

technology. Hand-held and wireless devices have contributed to the ease with which we access

and disseminate information, and this technology can be applied to education in a progressive

and supportive manner. Imagine students using a hand-held computer, about 7 inches long by 5

inches wide. They complete a series of problems in several academic subjects, and when they

complete their tasks, they hit “Send.” The information is transmitted wirelessly to a networked

computer that evaluates their responses and remits an analysis that enables teachers to target

weaknesses, and tailor lessons to best meet their students’ needs.

Relationship with NOA-TV and the Artists’ Community

New Orleans Access Television (NOA-TV) is an anomaly, and potentially the most important

feature NO-MATCH would offer. NOA-TV is undoubtedly one of the most technologically

advanced public access stations in the country, and has a stellar reputation as a training facility.


Part of the mission of NOA-TV is to improve the economic, cultural, and social diversity of the

city, and to provide media access for a variety of community/social perspectives. NOA-TV is

designed to teach technical, creative, and critical thinking skills, to create opportunities for

economic development, and to provide governmental and educational information for its

viewership. Creating a partnership between NOA-TV and NO-MATCH would serve to fulfill

NOA-TV’s mission, and offer a lab where NO-MATCH students can practice their skills in a

realistic environment.

Using the partnership with NOA-TV as a premise, NO-MATCH could develop relationships

with New Orleans artists and musicians in an effort to provide students with real-world

connections. Clearly, New Orleans is home to countless talented musicians, painters,

performers, filmmakers, designers, photographers, and other artists. It would be appropriate and

meaningful to establish a network designed to provide students with insight and understanding

that only comes from someone working in an industry. Regardless of whether or not students

choose to use the skills they develop at NO-MATCH in a career, having an authentic experience

provides an enriching component to any student’s evolution.

Quality Teachers

Perhaps it seems strange to point out that hiring quality teachers would be a point of difference,

especially since charter schools have the autonomy to hire faculty, and contracts must be

renewed annually. However, due to the unique design of the curriculum, and the projected

academic program, NO-MATCH will need teachers with experience and abilities more than that

of their peers.

Every teacher at NO-MATCH will be required to integrate Media, Arts, and Technology into

every lesson, every day. That is an enormous undertaking, and in order to achieve that goal, the

faculty must be exceptional. While the core curriculum will establish certain benchmarks and

standards, it will be left to the individual teachers’ creativity to implement the lessons in keeping

with the school’s mission.

One important premise of NO-MATCH is that the school is like a family, and therefore teachers

help to develop the school’s culture. An article published in the Summer 2006 edition of

Education Next supports the notion that “teachers who take personal responsibility for student


learning can improve student achievement.” NO-MATCH will offer a unique environment and

creative opportunity, and the teachers who choose NO-MATCH as their school will redefine

“Quality Teacher.”

Service-Learning

Service-learning is a teaching and learning strategy that integrates meaningful community

service with instruction and reflection to enrich the learning experience, teach civic

responsibility, and strengthen communities. Service-learning engages young people in solving

problems within their schools and communities as part of their academic studies or other type of

intentional learning activity. Service-learning helps students to master important curriculum

content by supporting their making meaningful connections between what they are studying and

its many applications. Service-learning also helps young people develop a range of service

skills, from acts of kindness and caring, to community stewardship, to civic action.

Two non-profit organizations dedicated to promoting this educational movement are the National

Service-Learning Partnership and the Corporation for National and Community Service. In

addition, Learn and Serve is a national Service-Learning clearinghouse. From these resources,

NO-MATCH faculty and administrators can access ideas and methods for integrating this

important aspect to a holistic educational experience. Considering the fact that New Orleans

continues to rely on volunteers during the rebuild process, a service-learning component seems

necessary. Appendix E offers specific lesson ideas.

Single-Sex Classrooms

Promoting diversity, acceptance, and tolerance is fundamental in the mission of effective charter

schools, and will be at NO-MATCH. However, the idea of single-sex classrooms for grades 6 –

12 deserves thoughtful consideration for well-documented reasons. There are several reasons to

support this design, and each reason is in keeping with the overall culture of NO-MATCH.

Single-sex classrooms have been shown to improve academic success of girls in certain subjects,

to support classroom social organization, and to establish a system for cultural socialization

among urban students. While Title IX prohibits discrimination based on sex, schools mainly saw

changes effective in athletics. The regulations set by Title IX do not prohibit single sex

classrooms, provided all classrooms are equally equipped.


Plainly put, at the onset of adolescence, students begin to develop attractions to members of the

opposite sex, and those attractions can lead to distractions. In addition, girls in classrooms with

only girls and boys in classrooms with only boys tend to participate in discussion more, ask

questions more, and therefore tend to be more engaged in the learning process.

Having single-sex classrooms does not mean segregating students in other areas of the school.

Clearly, socializing is an important component to healthy development, and students must learn

how to behave around people of the opposite sex. However, research shows that single-sex

classrooms contribute to the academic development of adolescents, allowing them to concentrate

on academic subjects rather than focusing on details that detract from learning.

Lower & Upper Schools

In keeping with the sentiment that NO-MATCH should be like a family, it follows that the

students are the children. In a healthy family environment, older siblings guide and nurture their

younger brothers and sisters. Such is the way in a school that houses a lower and upper school.

The premise that students will enter NO-MATCH in kindergarten and progress through until

they graduate in 12th grade sets an interesting foundation for developing a school-wide mentoring

program. An upper school student will “adopt” a lower school child; thereby creating a bond

that will serve to help all students. The lower school child will have a reliable “buddy” who is

close enough in age to trust, but old enough to look up to, and who has already gone through

what he is experiencing. The upper school student has a new sense of responsibility and pride in

his connection with his “buddy.”


VIII. Recommendations & Next Steps

All things being equal, this school is a good idea. Nothing like it exists in Louisiana, and it

carries great potential for success, provided certain features are implemented without

compromise. Enough research exists on the commonalities among flourishing charter schools

that NO-MATCH can cherry-pick from the experiences of those effective schools. Find the

excellent schools, determine what works, and repeat it. Funding is an area that will require

extra attention, but it’s not insurmountable with a dedicated grant writer who can identify

creative sources necessary to supplement the state and federal dollars allocated per pupil. An

ideal scenario would be to create a foundation that would serve to endow the school.

Should the NOA-TV board of directors choose to move forward with the implementation of this

charter school, the next steps would be as follow:

1. Establish a School Board for NO-MATCH

2. Create a start-up and projected 5-year budget

3. Write the Charter

4. Create the Articles of Incorporation and By-Laws

5. Develop the full MAT-integrated curriculum

6. Begin searching for administration, faculty, and staff


APPENDIX A:

SUPPORTING DOCUMENTS

1. New Orleans Charter Schools Created to Reform Ailing Schools

2. Nine New Orleans Charter Schools Form Alliance

3. Policy Recommendations to Establish Quality Charter Schools

4. Bruno V. Manno Comments on Hopes, Fears, & Reality

5. Why Teachers Quit


APPENDIX B:

TEACHERS’ PAY

1. At Charter School, Higher Teacher Pay

2. Louisiana Rank in Nation

3. Orleans Parish Salary Schedule


APPENDIX C:

ESTIMATED BUDGET for YEAR ONE


APPENDIX D:

MEDIA, ARTS, AND TECHNOLOGY CURRICULUM IDEAS

1. The Basics of Persuasion

2. Surveying Our Media

3. Symbols: Icons & Brands

4. Heroes and Media


APPENDIX E:

SERVICE-LEARNING CURRICULUM IDEAS

1. Literature and Service-Learning

2. Down with Stereotypes

3. Math, Science, and Art

no-match feasibility study

Documents

charter schools

media charter school

charter school accountable

charter school law

charters schools

schools of choice

schools mission

school boards