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My internship here at The Center for Education Reform (CER) is drawing to a close and although I have spent an entire semester here, I am finding it hard to piece together words that accurately describe my experience. I met Outreach Coordinator, Tyler, at a nonprofit networking event, and immediately was hooked on CER and everything the organization stood for. On my first day, I was blown away by how much was going on at all times around the office. Press releases were being written, phone interviews were taking place, and all of the sudden I was heading out the door to attend a panel event. Amongst all of the hard work and deadlines, the thing that immediately separated CER from other offices was the heart that the staff puts into the work.

One of the most rewarding takeaways of this experience is seeing how many great people are behind education reform and knowing that I, in some way, helped. Updating data, researching topics, going to events, visiting charter schools; all of these day-to-day tasks I accomplished all went toward a greater goal. I loved that this wasn’t an internship where people were just clocking in and out. Instead, it was an environment of individuals who actually care about making education better. Attending events opened my eyes to the power of conversation and human interaction. I learned so much about other areas of education reform just by attending events and striking up conversation about CER and other organizations with those around me. It was amazing to be able to attend panel discussions, which covered education research and data, as well as First Fridays, where I could experience a more hands-on approach by visiting charter school classrooms. The mix of traveling to events and researching from a computer gave me an authentic behind-the-scenes experience with policy reform.

As an intern at CER, I was also able to write for the Media Bullpen. Analyzing and summarizing articles for the Media Bullpen has changed the way I interpret information and has allowed me to inform other people of news in just a few quick, analytical sentences. Writing those responses has made me more aware of current affairs, both nationally and locally, and has equipped me with the ability to sift through information.

What scares me most about how much I have learned about school choice during this internship is exactly that—how much I have learned. To think that I was so unaware of all of the options out there makes me question how much the rest of the country knows. Consider the people not lucky enough to intern with CER… what do they know about education reform? Knowledge is power, and bringing more people into the conversation is key. There are so many education options available, but none of those strides can be successful if families are unaware that opportunities even exist.

So with that, I unfortunately must leave CER, but my time working towards improving education is far from over. I love what I have been able to do as a CER intern, and as I continue to work in research and policy, I am excited to remain active in the education reform movement. I hope to continue working in research and policy, and the skills I have acquired and honed here at CER will shape my work in the future. I will forever be impressed by the incredible work the staff produces and inspired by their unwavering diligence and passion. CER has given me an example of knowledge into action and the passion it takes to really push for the success of a movement. I have absolutely no regrets about the experience (except for taking five college courses simultaneously…oops) and will continue to channel the skills I have developed here into future endeavors. I cannot wait to continue my involvement with education reform.

Brett Swanson, CER Intern

My Friday morning journey to Capital City Public Charter School (PCS) was filled with transit catastrophes and rainy weather, but when I entered the school, all negativity melted away when I was met with a warm atmosphere and welcoming faculty. The school building itself is massive, since all grades learn in the same building, but a student named Avery was sweet enough to walk me to my starting point of the tour. Capital City uses a hands-on learning approach, which is evident by the project-based learning model implemented in all classrooms. In fact, expeditionary learning is quite literally built into the framework of the school because in 2011, the seventh and eighth grade students created and published goal books for environmentally friendly buildings and presented their findings to the school board. Students really do become advocates, an initiative that is important to the social curriculum of character development that Capital City PCS values.

Throughout my tour, I saw the hands-on learning approach put into action with projects starting with preschoolers learning about ants, up to high school students presenting research on healthy lifestyles. Research, fieldwork, and findings were all posted on the walls of the school and students were participating in curriculum based on that topic. In a fifth grade classroom I sat in on, they were discussing their unit about the Constitution and Bill of Rights and they were highlighting important points and making comprehensive explanations for younger grades. They also reflected on their “Day Without Rights” experience and spoke about how laws were important in order to cultivate a safe and free society. At Capital City, in order for students to move onto middle school and later, graduation, they must present a packet of lessons they have learned to a board made up of community members. In this presentation, they address things they did well on in research, things they could have done better, and fascinating things they found out about themselves and their peers along the way. This type of reflection is unique and so important in an academic setting, and Capital City works hard to make that a major part of the curriculum.

Capital City PCS has the highest percentage of students currently enrolled in college from the class of 2014 of any DC high school. This parent-founded school strives to challenge every single student and does so by making every student an advocate. The research skills that the students learn through long-term projects shape their character and prepare them for the rigor of higher education. The school recognizes that education is not one-size-fits-all, and instead works to accommodate and challenge the students on their individual levels. In a curriculum that focuses on building independence and character, the students really do act as workers with teachers as coaches.

Brett Swanson, CER Intern

On Wednesday, President Obama spoke to an audience of 110 superintendents from across the nation to address closing the technology gap. In “ConnectED to the Future,” Obama reiterated the five-year plan to have 99% of students connected to high-speed Internet. In the President’s remarks, he called upon the teachers and administrators to get on board with the focus on the future. Students are already more technology savvy than most adults, so it is time to reach them at a level that ensures that they are learning in circumstances in which they are comfortable and excel the most.

The President addressed many different ways to approach achieving the initiative of technology heavy education. For one, the FCC has doubled its investment in broadband for schools in an effort to connect more than 15,000 schools and 20 million students to high-speed Internet. The government is also releasing an infrastructure guide to help districts make the best decisions, according to resources, and a checklist to encourage turning tools into practice for students. This initiative is exciting because it transcends the idea of government-oriented education and instead requires cross programming across the board to get the job done. It requires more than just policymakers in Washington; technology companies are chipping in to ensure that classroom software is up to date, parents are signing up to learn to use the technology that their students will have access to, and superintendents are signing pledges to move their districts towards this time of change.

Another inspiring prospect of education reform that the President addressed was that of free advanced placements assessments. Obama noted that the districts that offered those classes for free saw improving results and better college-readiness. As someone who has benefited from this notion first-hand, I could not agree more. My high school was unique in the area because it was one of the only schools that offered AP courses for free and included innovative technology. Both of these newly implemented aspects of AP courses made students more motivated to do well and also made the course accessible to those who would have been discouraged from the class had there been a cost.

Achievement gaps are created by opportunity gaps, which coincide with economic gaps, all of which cannot properly close without addressing the increasingly widening digital gap. While technology can increase opportunities for students, it’s important to note that technology alone will not solve our nation’s student achievement woes, but rather the thoughtful implementation and infusion of technology as a tool for learning. Students are growing up in an age where they have their social lives digitally at their fingertips, and educational opportunities should be up to par with that level of accessibility. As the President stated, “In a country where we expect free Wi-Fi with our coffee, the least we can do is expect that our schools are properly wired.” Instead of harping on the negativity of technology-based learning, it is time for schools to be “yanked” into the 21^st century.

– Brett Swanson, CER Intern

In a free country where the American dream revolves around dictating the direction of your own life, parents and students are still unable to detach from failing schools. With an overwhelming amount of support for school choice flooding the country, where is the implementation of programs to match desires? What can families do to free themselves of a system that constantly seems to be working against them? Which system could provide economic assistance that supports school choice? Vouchers.

With the recent release of The Friedman Foundation’s 2014 report on school vouchers, the fiscal impact of school choice is undoubtedly making its way into education reform conversation. “The School Voucher Audit,” which concludes that school choice methods save money, takes readers on a field trip back to math class with easy-to-digest equations that break down fiscal impact. “Net savings per student x number of voucher recipients = total net savings”, “Per-student cost burden – public school > cost of voucher = net savings per student”, etc. For those of us less mathematically inclined, what does all of it mean?

As evidenced in “School Choice Today: Voucher Laws Across the States Ranking & Scorecard”, a report by the Center for Education Reform (CER), it is clear to see that vouchers are directly helping students. But there is an urgent need for more; more vouchers, more options, more accessibility, more school choice. When analyzing individual states, the report found that voucher programs available to all students, instead of just for specific circumstances (low-income or special needs for example), were able to reach more people and were therefore more beneficial. The CER report shows that out of 14 states and the District of Columbia, only six states earned an “A” or “B” ranking, evidence that voucher programs can work, there just needs to be a greater amount available to all students in the state.

Not only do choice programs work – they actually save money. In The Friedman Foundation report, the 10 school voucher programs studied saw a cumulative savings of at least $1.7 billion between Parental Choice Program’s implementation in 1990 and 2010. The report breaks down the total fiscal effect of vouchers by addressing the argument that public schools lose money when they lose enrollment. What people fail to recognize, however, is that public schools are relieved of cost burdens when students switch to a private education. Essentially, if a student uses a voucher to leave the public school system and costs less money at the private school, there is automatic fiscal savings. School enrollment decrease + voucher program = savings. Basically, voucher programs are not going anywhere, and while there is room for improving the way in which cost differences are handled, school choice programs improve academic standards and save money.

Gone are the days where private schools are exclusively for the nation’s most endowed; we are entering a new time of education reform and parent empowerment. With vouchers, low-income parents are given back the rights to their child’s education and can once again trust the education system. Policy is important and the implementation of individual programs is crucial. Vouchers are only as strong as their availability to students, and it is time for an expansion.

“Pump, pump, pump it up! Pump, pump, pump it up!” As I walked through the doors of Benning Elementary School on Friday morning, I could feel the hallways echoing with energy as the “DC Preppies” chanted their morning spirit songs. The school elicits a vibrant energy that transcends lesson plans and instead demonstrates a structured enthusiasm for learning. Located in Ward 7, where over half of the public school students attend charters, DC Prep is the highest-performing network of charters in DC.

In order to fuse together developing character and becoming academic scholars, the schools operate under a “warm-strict” model that ensures stringent rules and enthusiastic learning. With their hands folded and their eyes on the instructor, students were very aware of what was expected of them and were mindful of the proper way to sit, speak, and react to both peers and instructors. Despite seemingly choreographed moves and positions, learning in these rooms seemed genuinely fun and exciting as well. Classrooms had songs and dances that related to the curriculum, and there was a very clear focus on team involvement and peer motivation. At the end of a middle school class that I sat in on, students had the opportunity to nominate other hard-working peers for a “hard work and grit” award to recognize their efforts. One student shot her hand up and complimented her partner on catching up with the material even after missing a day of school, when she could have easily fallen behind. These little acts of enthusiasm demonstrate the focus on high standards of student appreciation and unparalleled teamwork.

Not only are the students held to high standards, the school leaders are also very aware of their own expectations. One of the aspects I found the most unique about DC Prep was the implementation of “LEAD”: a program in which future teachers watch leaders in action, instead of simply attending meetings. DC Prep looked into data on teacher performance and realized that they needed to hire internally, to reach leaders who were familiar with the DC Prep culture. They have created a system of distinct roles that allocate various responsibilities across different staff members. In this way, teachers can flourish where they can apply their strengths best without creating mass-competition.

The entire learning environment is research driven and student-centered. Students are “friends” and every classroom works together as a regimented team. In a ward where 40% of children are living in poverty, DC Prep has created an expanding system of schools that operate well and show that multiple schools can provide high quality public educations. With an expanding population and scores that outperform the city’s averages, DC Prep relies on an unapologetic focus on academics by ensuring that every moment is dedicated to learning.

Brett Swanson, CER Intern

With the newly released State-by-State analysis, the panel room was buzzing with people eager to hear just how rankings were assigned. Todd Ziebarth, Senior Vice President of National Alliance for Public Charter Schools (NAPCS), began the panel by posing the question, “How do you even start to rate the charter school movement?” The National Alliance for Public Charter Schools ranked schools in the United States by addressing 11 indicators ranging from new charters, closed charters, geographic distribution, innovative practices, and quality. In ranking schools, they preferred charters that focused on underserved students and utilized sources of innovation. While NAPCS plans to add more information to provide a fuller picture, especially regarding innovation efforts, the overarching issue was very clear: data collection for this report was far too difficult. If information isn’t accessible to a group conducting an intricate study, how are people who just need information for life choices able to access this data? There needs to be a priority on data accessibility so that people can accurately gage charter health.

Delving into the NAPCS’ ranking comparisons, Todd noted there is some correlation between states with high-strength laws and higher rankings and states with weaker laws and lower rankings. There are, however, exceptions to the rule. New Jersey, for example, has a low ranked charter law, but it has strong, independent charter schools in a relatively smaller sector that outperform restraints that come along with its weaker law. Nevada, picking up the #26 last place ranking (this report didn’t look at all states with charter school laws), has no law that caps charter school growth or an independent state authorizer. Instead, the multiple entities and lack of charter school funding keeps the schools in shambles and is probably a reason that no communities had more than 10% of their public school students in charters between 2012-2014. Washington, D.C., on the other hand, is ranked #1 and has an independent charter board as its authorizer, autonomy and accountability. Charter schools are often only as strong as their laws allow them to be; therefore, improvements made to the law directly improves the education system.

One of the most interesting conversations that came up during the panel was the differentiation between urban charter schools and suburban charter schools. Todd stated that while the research conducted should encourage statewide movements, NAPCS has a slight bias toward urban charters that typically reach underserved communities. Scott Pearson, Executive Director of the D.C. Public Charter School Board, chimed in and argued against people who say that charter schools are better if the traditional schools around it are doing poorly. “This is not apples to apples;” a charter school in suburban Minnesota is not worse than an urban school in D.C. yielding the same exact results just because the schools that surround it are also high-performing. Achievement has to be based on individual results, not conclusions based on the best of the worst.

Pearson was then given the metaphorical charter school first place trophy and asked to give some insight about the D.C. system. The basic points were that high levels of autonomy and funding were helpful, however, a core impact is authorizers that are committed to quality and equity. Quality comes from holding charter schools accountable and closing them when necessary, and equity derives from charter schools acting as public schools and providing detailed help so that everyone is very informed on programs both in the charter school and at a college level. Thriving schools attract people who usually would not associate with a public charter. The success of public charters depends on strong visions and people stepping up to the plate to take control. D.C. charter schools are constantly stepping up their game regarding their environment and these schools flourish because of this competitive atmosphere.

Kenneth Campbell, president of the Black Alliance for Educational Options (BAEO), gave insight into Louisiana charter schools, a very different part of the country. Campbell said that prior to Hurricane Katrina, not many charters were successful, but now they are on the top of the charts. How do they keep their schools performing at such an outstanding rate? Campbell chalks it up to visionary leaders and incentive programs. In New Orleans, schools are given renewals based on student performance and also prepares for school failures before they even happen. Schools flourish when administrations have their part of the job taken care of and authorizers have the power to give assistance to schools that are thriving. The panel addressed these issues, along with the scoring details, and ways in which they can improve rankings for the future. The health of the charter school movement depends on legislation and policy in order to help good schools continue to produce incredible results.

Brett Swanson, CER Intern