Mr. Chairman, I yield myself 5 minutes. I rise today in support of the Empowering Parents through Quality Charter Schools Act, and I want to thank the chairman of the committee, Mr. Kline, and the subcommittee chair, Mr. Hunter, for all of…
Mr. Chairman, I yield myself 5 minutes.
I rise today in support of the Empowering Parents through Quality Charter Schools Act, and I want to thank the chairman of the committee, Mr. Kline, and the subcommittee chair, Mr. Hunter, for all of their cooperation and support in working with the minority on this side of the aisle on this legislation. Both sides of the aisle have strong proponents of this legislation and of the charter school movement in this country.
This legislation, because of that cooperation, is the first bipartisan piece of reauthorization of the Elementary and Secondary Education Act. It passed the Education Committee with bipartisan support, and I'm hopeful that it will receive similar support from the full Congress.
This country is facing a severe education crisis. Our schools are simply not meeting the educational needs of our students, and it is a threat to our global competitiveness and to our economic security.
Charter schools began 20 years ago as a laboratory for innovation to help tackle the stagnant education system at that time and to give options to parents who felt helpless. These schools have often become the myth busters of what is possible for a demographic of children that have all too often been written off. Currently, they serve about 4 percent of all public school students. In urban areas, that number is much higher. Charter schools are not a silver bullet and will not solve all of the education challenges, but they have become an important part of the education system. We need to update the law to reflect that reality.
The Empowering Parents through Quality Charter Schools Act encourages effective reforms that will help transform schools and communities.
First, this bill makes significant improvements to the existing Charter School Program and addresses issues that we have heard from education advocates across the country. It rightfully returns charter schools to their original purpose--public schools that identify and share innovative practices that lead to improvements in academic achievement for all public schools. It requires that charters be brought back into the traditional public school system as opposed to running in a parallel system. And it requires charters to actually serve all student populations and therefore provides more parents with real choices.
Second, this bill prioritizes accountability. It puts student achievement first, and it greatly increases the accountability of charter school authorizers and oversight by State education authorities.
Third, this bill addresses a recurring problem in charter schools, which is the lack of service to students with disabilities and English language learners. In this bill, we dramatically improve access for underserved populations. We require better recruitment and enrollment practices for underserved populations.
Lastly, this bill rightly focuses on our students and what they need to succeed. In many States, high-performing charter schools are a great option for some students. These schools are closing achievement gaps and shattering the low expectations that have stood in the way of student success.
Charter schools have been on the forefront of bold ideas and innovation in education. They have shown that, given the right tools, all students can achieve at high levels. We are learning from great charter schools about what works for students and what students need to be able to compete in the global economy. Replicating this success will help our students, our communities, and our economy.
With this legislation, we can help ensure that the positive reforms happening at some charter schools will happen at all charter schools, and we can help ensure that best practices are shared throughout that school district. But this legislation is only one piece of the education reform puzzle. Unfortunately, we are not taking up the whole Elementary and Secondary Education Act, but just one part.
This country is in the midst of the most dynamic education reform atmosphere that I have seen in my tenure in Congress. The reauthorization of the Elementary and Secondary Education Act presents an opportunity to take hold of that momentum and bring our education system into the future.
The bill before us today is good, but we need to do much more. It will be a tremendous disservice for our children and our country if we do not provide relief for schools that are struggling under an outdated law. This relief should come in the form of a full, comprehensive reauthorization of ESEA. To do that, we must take on all of the real issues facing all our schools, not just charters. We need to address accountability, data, assessments, and college- and career ready standards and modernizing the teaching profession. We all have to hold true to the reason that the Federal Government has a role in education in the first place: to ensure equal opportunity for every student in this country to access a great education.
We know what it will take to fix our schools. It isn't a mystery. But accomplishing that goal isn't easy. It takes real political will to overcome ideology and to stay focused on what's best for kids.
I hope my colleagues will join me in supporting this legislation, and I hope that we can get to a much more comprehensive reauthorization of ESEA in the near future.
I reserve the balance of my time.
I yield 2 minutes to the gentleman from Texas (Mr. Hinojosa).
I yield the gentleman an additional 30 seconds.
I yield 3 minutes to the gentlewoman from California (Ms. Woolsey), a member of the committee.
I yield 2 minutes to the gentleman from New Jersey (Mr. Andrews).
(Mr. ANDREWS asked and was given permission to revise and extend his remarks.)
I yield 2 minutes to the gentleman from Colorado (Mr. Polis), the intellectual architect of all of this.
They're here in spirit. They're not here in person, unfortunately.
I thank the gentleman. I have one or two other speakers. We've put out a call to them, but they've not responded. I'll see if we can maybe fit them in on the manager's amendment if they want to speak because I'll be very brief on the manager's amendment on this side.
So let me just close by again thanking everyone on the committee for their support. I certainly want to thank the staff on both sides of the aisle but particularly the staff on this side of the aisle, and the members of our committee, for helping me with this legislation. I want to recognize Jamie Fasteau, Ruth Friedman, Kara Marchione, Laura Schifter, Daniel Brown, Megan O'Reilly, and Adam Schaefer for all of their contributions to this successful bipartisan effort.
Finally, I would just like to say, as many speakers have said, all charter schools aren't perfect; this isn't a silver bullet. What we hope to be able to do is to really continue to grow the entrepreneurial spirit of young people across the board looking at our education system, thinking how it can be done better, what are the best practices, what are the indicators of successful schools, of successful learning environments, of successful teaching environments for teachers, for students, and focusing on the academic achievement and the benefits to the students. And then to be able to share those models across the charter school spectrum, across the traditional public school spectrum so that all of us can learn and benefit from that, and most importantly so we can create those environments where America's children will have the opportunity to have access to a first-class education that will serve them the rest of their lives.
I believe that that effort is facilitated by the charter school movement. I believe that this legislation is a substantial improvement on the original authorization for charter schools to participate in this area, and I look forward to the passage of this legislation.
With that, I've danced as long as I can. I yield back the balance of my time.
Mr. Chairman, I claim time in opposition, although I am not in opposition to the manager's amendment.
I will be brief here because I want to yield to the gentleman from Colorado, but I want to point out that the manager's amendment again was a lot of hard work by the staff to put together the various ideas from the members of the committee on both sides of the aisle, but I think they have done a spectacular job, and the chairman and myself both support this legislation.
I am very supportive of the efforts in the manager's amendment to make sure that parent and community input is a priority in the implementation of the charter school improvement and the operation of those charter schools. We require that, as you consider the beginning of a charter school, you take into consideration, and the State entities take into consideration, the input of parents and the community. I think this is very important.
We know that there are many, many parents that want to be involved in creating charter schools, sustaining a charter school, thinking about what they want to do with the schools in their neighborhood. I think this is an important component that I hope to see in the reauthorization of the ESEA, that more consideration is given to community and to parents about how we turn schools around so that they have some skin in the game, they have some interest in the game, and they have a stake in the outcome of that.
The manager's amendment also requires that each charter school in the State make publicly available information on the educational program, the student support services, teachers, and annual performance enrollment data for all students by the subgroups, and it strengthens the application process that includes application and description of how schools will consider the transportation needs of their students, and also on how the schools and entities will support diverse charter school models, including those serving rural areas.
With that, I would like to yield to the gentleman from Colorado to talk about the replication of high-quality charters.
I yield back the balance of my time.
Will the gentleman yield?
I thank the gentleman for yielding.
Mr. Chairman, I rise in support of this legislation.
I think one of the intents of this bill and, hopefully, in our reforms of the Elementary and Secondary Education Act is to keep our eye on global competition and understand that we must prepare today's students for tomorrow's global economy and the global competition that that suggests.
I strongly support and have had long conversations with the gentlewoman on this amendment and agree to it.
Will the gentleman yield?
I thank the gentleman for yielding, thank him for offering the amendment, and I rise in strong support of this amendment.
Will the gentleman yield?
I know Ms. Moore has reserved her time so she can respond to this, but I just want to say I think we tried to work this out in this legislation in the fashion that if a Governor makes application, he must do this in conjunction with the SEA. And the idea that the Governor would do this on his own, or whatever, we forced that working together simply because, as you point out, most Governors' offices would not have the internal capacity to carry out the responsibilities under the grant. But to deny the Governor the opportunity seems to me doesn't make sense when it's required that the SEA be involved.
I will just say I know why you're offering the amendment, and I am obviously reluctant to oppose it, but I think we have addressed this concern in the legislation.
I thank the gentleman for yielding.
Will the gentleman yield?
I rise in support of this amendment. I think it is very important for all the reasons the gentleman from New Jersey cited.
In terms of the savings, we are seeing more and more schools taking economic liabilities, if you will, such as parking lots and vacant land around the school, turning them into economic assets, and saving the kind of money--it has been recorded now for a number of years the money that is actually saved in these design practices in the schools that free up those resources for other educational purposes.
I want to thank the gentleman for offering the amendment.
Mr. Chairman, I claim the time in opposition to the amendment.
Mr. Chairman, I rise in opposition to the amendment offered by Mr. King of Iowa.
We should be very clear about this amendment, what it would do and why it would be incredibly detrimental to our students, our schools, and to our country.
In this bill, we require the performance of poor and minority students and students with disabilities to be considered when measuring the success of charter schools. That's as we chose to do when we passed No Child Left Behind, not a perfect education act by any means. But a very important component was the disaggregation of the data so that the parents of each and every one of those children, so the community leaders representing each and every one of those children would know how those children were doing.
We used to have the day when we asked how these students are doing, how this school is doing and all we got were the averages, and everybody said, oh, it's better. The fact of the matter is this is to assure that we understand how those children who have access to these schools, how, in fact, they're individually doing.
These are Title I public schools. They happen to be charter schools. And the point of that is to make sure that poor and minority children, English learners, students with disabilities have the full access to an appropriate education. And to go back to a time when we start to hide those results or we don't hold schools accountable for that is to rip away the fabric of accountability that parents and communities and taxpayers are asking for from those schools.
The idea that you would be held accountable for English learners if you had no English learners in your school is simply hokum. It just isn't what the law says.
This would be an absolute disservice to parents, to the students, and to our communities. It takes us back to the time prior to No Child Left Behind when schools would participate in hiding their failures and champion what they were trying to present to the community as their successes, and that's why we have the charter school movement. That's why we have accountability now that we never had before. That's why this amendment is opposed by so many people who are involved in the promotion of the educational opportunities for these populations: the National Alliance for Public Charter Schools, the Center for American Progress, the Children's Defense Fund, and many others on the list that I would ask to be put into the Record. The National Counsel of La Raza, the National Disability Rights Network.
List of Groups Against King Amendment
The National Alliance for Public Charter Schools; 50CAN;
Center for American Progress; Children's Defense Fund;
Democrats for Education Reform; Education Equality Project;
KIPP; Massachusetts Charter Public School Association;
National Counsel of LaRaza; National Disability Rights
Network; NewSchools Venture Fund; Council for Exceptional
Children; National Center for Learning Disabilities; Easter
Seals Leadership Conference on Civil Rights.
I yield the balance of my time to the gentleman from Virginia (Mr. Scott).