School & District Management

Charters and Public Schools Team Up in Texas

By Morgan Smith, Sarah Butrymowicz & The Hechinger Report — December 10, 2010 5 min read
English teacher Cindy Rivera works with small group of student on classical mythology at Southwest High School in Pharr, Texas.

It was almost lunch time on the day before Thanksgiving break, but Gustavo Corrales, a math teacher, was not ready to let his students out the door at the San Juan campus of IDEA Public Schools, a network of charter schools in the Rio Grande Valley.

“I’m not going to pass you if you don’t know what to do—but it’s not because I’m being mean. I’m not being gacho,” he said, using a Mexican slang word for “unkind.” “It’s because I want you to learn.”

Earlier that same morning, across Highway 83 at Southwest High School in Pharr, Cindy Rivera, a language arts teacher, passed out copies of Edith Hamilton’s “Mythology” to about 18 ninth graders. “This is a college level book, guys,” she said encouragingly, introducing a unit on classical gods and goddesses. “The material is perfect for high schoolers. You love violence, and you love romance.”

The two teachers are supposed to be rivals. Mr. Corrales works in a charter school that is publicly financed but operates independently of the Pharr-San Juan-Alamo Independent School District, where Ms. Rivera teaches. Nationally, charter schools and traditional school districts battle for students and money, and trade claims about their relative success.

See Also

For more on how charter schools and traditional public schools are working together, see “Gates Pushes District-Charter Collaborations,” (December 7, 2010).

But here in the Valley, less than an hour from the Texas-Mexico border, the charter network and the district are working together. With IDEA in the lead, they are creating a training center for teachers and principals that will serve both charter schools and traditional ones. By doing so, the area is helping to write a new chapter in charter-district relations, one that replaces competition with collaboration to better serve the needs of students, regardless of which school they attend. Urban districts like New York, Philadelphia and New Orleans have already developed such partnerships.

Mr. Corrales and Ms. Rivera each face a steep challenge: They are expected to take hundreds of students who statistically are unlikely to graduate from high school, and prepare them for college and life. IDEA and the Pharr-San Juan-Alamo district are both growing and hiring new teachers and principals every year. The center is intended to help prepare those educators for the intensity of the social and academic challenges that are endemic to a poor, largely rural community.

The Obama administration, which has advocated for more charter schools as part of the public education solution, supports these team efforts. Earlier this year, it made $643 million available through Investing in Innovation grants. Some of that money promoted charter-district collaborations.

In New Haven, Conn., for example, a grant awarded to Achievement First, a charter school, will place regular public school principals in charter schools for residency training. And in a collaboration outside the grants, charter schools in Washington, D.C., which teach about 40 percent of the city’s students, signed on to the district’s Race to the Top application, agreeing to work together on designing new teacher assessments.

At the IDEA Public Schools in San Juan, Texas, officials are creating a training center for teachers and principals that will serve both charter schools and traditional ones.

IDEA has received nearly $5 million from the federal government, and the network has privately raised an additional $3 million to start the training center in the Valley.

First-year teachers and those recruited from elsewhere will attend the center for a few weeks of training over the summer. They will also go to multiple sessions throughout the year and can call on the center for extra help. In all, about 1,200 educators will pass through the center over the next four years.

Though teacher training centers have been around for years, cuts in state and local education budgets have forced some to close or to reduce their services, said Barnett Berry, who heads the nonprofit Center for Teaching Quality, based in North Carolina. The intense pressure to raise test scores and satisfy demands of the Bush-era No Child Left Behind act had a counterintuitive effect, shifting spending from improving teaching to raising test scores.

In South Texas, it is particularly difficult to get high-quality teachers into the classrooms where the students need them most—and teacher effectiveness is the single biggest predictor of student success, according to many education reformers.

The Rio Grande Valley serves as a demographic portrait of one of the most educationally underserved populations in the United States: overwhelmingly poor (89 percent of the students in the Pharr-San Juan-Alamo district qualify for free meals) and overwhelmingly minority (99 percent Hispanic). How the education system handles these students has “profound implications” for the challenges that demographic change will bring on a national level, said Robert Carreon, who directs Teach For America’s program in the Valley.

Most of the teachers in the rapidly growing Valley are Texas natives or are from the region, like Ms. Rivera, who graduated from Pharr-San Juan-Alamo schools. The need is great, due to the continued expansion of districts like P.S.J.A., which is one of the region’s largest, and the high demand for spots at IDEA, which currently has 14,000 students on the waiting list. Yet just 13 percent of adults over age 25 in the Valley have college degrees, severely limiting the hiring pool.

“South Texas really has to rely on their own homegrown talent,” said Ed Fuller, a senior research associate for the Center for Teaching Quality. “You get into this vicious cycle.”

Many South Texas students who decide to enter teacher training programs have low SAT scores. When they graduate from the teacher training and earn their certification, Mr. Fuller said, many of them also tend to score low on certification tests. Research has demonstrated that those who had low scores are often less effective teachers.

While IDEA tries to hire teachers who have at least two years of classroom experience and a record of improving classroom success, it also hires straight out of teacher preparation programs, particularly those around the state.

Selectivity in both traditional and alternative certification teacher training programs is low, Mr. Fuller said. A report from the National Council on Teacher Quality found that only four schools in Texas had a strong teacher preparation program, although one was in the Valley, in Edinburg, on the campus of the University of Texas, Pan American.

It’s time for that to change, said Tom Torkelson, founder and chief executive of IDEA.

“All we’re doing is enshrining within our K-12 education system all the kinds of race and class inequities when we don’t ensure that every child has a great teacher,” Mr. Torkelson said. “Right now, people’s ZIP codes are the most likely indicator of whether they are going to go to college and succeed.”

Sarah Butrymowicz is a staff writer for The Hechinger Report, a nonprofit, nonpartisan education news outlet affiliated with the Hechinger Institute on Education and the Media, based at Teachers College, Columbia University. Morgan Smith writes for the Texas Tribune, where this story first appeared.

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