⚠️ Translation Notice: This content has been automatically translated. The original English text is the official version. Translation may contain errors.
⚠️ Este contenido ha sido traducido automáticamente. El texto original en inglés es la versión oficial. La traducción puede contener errores.
Findings and Recommendations 11 findings
F1
With a few notable exceptions, charter schools have avoided the higher costs associated with special education students, while still receiving the same funding per 2 student as the general population. This shifts an ever-increasing burden onto non- charter schools.
Related Recommendations (1)
R5
The Sonoma County Office of Education and/or school districts should develop a more equitable way to fund special education needs across all schools and to recognize the higher costs associated with educating special education students. Required Responses to Findings Charter Schools: F1, F5, and F8 County Superintendent of Schools: F1 and F2 Required Responses to Recommendations Charter Schools: R1, R2, R3 and R4 4
F2
Charter schools are not accredited at the present time. In 2002 the California Network of Educational Charters (CANEC) announced that they were going to champion a system of accreditation for charter schools. A pilot program, in conjunction with the Western Association of Schools and Colleges (WASC), has been put in place.
No recommendations for this finding
F3
Some of the leaders of Sonoma County’s charter schools have expressed opinions against large, separate middle schools because the transition from elementary to middle school may be too difficult for some students. By 2004 seven of the county charter schools will have middle school grades added to their elementary schools.
No recommendations for this finding
F4
The Charter Schools Act of 1992 calls for vigorous competition within the public school system by means of the challenge of charter schools. The reasoning is that academic competition can lead to reform. As an example, Santa Rosa city schools are beginning accelerated courses in science, English and social studies in one of their middle schools as a response to competition from charter schools planned by the Rincon Valley Union School District.
No recommendations for this finding
F5
Educators in Sonoma County are trying to abandon the academic competitive model of charter versus traditional public schools and are moving toward mutual cooperation in public education. Some charter schools are now meeting with non-charter schools to share their innovative teaching methods.
Related Recommendations (1)
R2
The staff of each charter school should implement a process of regular meetings with the staffs of charter schools and non-charter schools to share ideas, curriculum and innovative teaching methods.
F6
Certain Sonoma County charter schools are fulfilling specific educational niches. These special programs include teaching children from families in crisis, immersing children in foreign language instruction, running an international accelerated program (International Baccalaureate Primary Years Program), coordinating individualized instruction for home-schooled children, and using the Waldorf methods to integrate core academics with the creative and performing arts.
No recommendations for this finding
F7
Committed parental involvement is part of the charter school contract. Parents must sign a commitment agreement with the school to enroll their child. This strong interaction of parents with the teachers and staff of the school has been a constant of the charter school movement.
No recommendations for this finding
F8
The majority of charter schools have not provided accountability systems for measuring student progress beyond those of the standardized Academic Performance Index (API).
Related Recommendations (2)
R1
All county charter schools should join the California Network of Educational Charters (CANEC) to take advantage of that resource.
R4
Educational leaders should gather and publish data, more than just test scores, which would enable the public to understand whether charter schools are improving pupil learning.
F9
Roseland Accelerated Middle School is an example of a school that caters to low- achieving students in an area that is economically below the city average and with a large population of students who are not native English speakers. The school serves seventh and eighth grades with a very close connection to Sheppard Elementary School.
No recommendations for this finding
F10
The Sonoma County Office of Education and school districts each have responsibilities in the oversight of charter schools. Charter schools are required to provide their district board with regular reports. Sonoma County charter schools meet this requirement. 3
No recommendations for this finding
F11
The Sonoma County Office of Education monitors the finances of charter schools. This is labor-intensive since some schools require more oversight than others. Conclusions Of the four initial goals of the Charter Schools Act of 1992, one, “performance-based accountability systems”, has not been achieved by Sonoma County Charter Schools. Some progress has been made on the three other goals, “special emphasis on the academically low achieving”, “the use of different and innovative teaching methods” and “vigorous competition within the public school system to stimulate continual improvements in all public schools.” Charter schools claim that they can improve the educational experience for the children they serve. Until they are able to provide data in addition to standard paper and pencil testing for evaluating educational performance, this claim is difficult to substantiate. Charter schools offer teaching modes that are tailored to children who do not thrive in standard school settings. They emphasize parental involvement as part of their “contract” while non-charter schools can only request that parents become involved. Strong parental involvement is the hallmark and strength of the charter school movement.
No recommendations for this finding
Additional Recommendations 1
These recommendations are not explicitly linked to specific findings.
-
R3County charter schools should continue to promote their schools with events open to the public.
Conclusions 1
-
CL1 Page 4Of the four initial goals of the Charter Schools Act of 1992, one, “performance-based accountability systems”, has not been achieved by Sonoma County Charter Schools. Some progress has been made on the three other goals, “special emphasis on the academically low achieving”, “the use of different and innovative teaching methods” and “vigorous competition within the public school system to stimulate continual improvements in all public schools.” Charter schools claim that they can improve the educational experience for the children they serve. Until they are able to provide data in addition to standard paper and pencil testing for evaluating educational performance, this claim is difficult to substantiate. Charter schools offer teaching modes that are tailored to children who do not thrive in standard school settings. They emphasize parental involvement as part of their “contract” while non-charter schools can only request that parents become involved. Strong parental involvement is the hallmark and strength of the charter school movement.
No Responses Found 1
Government entities assigned to respond to this report. No response documents have been linked in our database.
Sonoma County County Superintendent of Schools
Elected County Office