Charter schools meet varied student interests

by Nathan Hines

    Upon entering El Colegio, a charter school on 42nd Street and Bloomington Avenue, one can move from the rotunda area in several directions. The physical space in many ways represents the educational philosophy of the school itself, and of charter schools in general. From a learning area divided into “advisory groups,” complete with new computers at each desk, adviser Elizabeth Barnard led a visitor through the school's theater, across the hall to a painting studio, past a science classroom and into a pottery area, finally stepping out into the vegetable garden planted by students the previous spring.
    Charter schools commonly include project-based or experiential learning, technology, and the arts as mainstays of their curriculum. The intention is to move away from a more traditional notion of schools, in which students sit in rows, taking notes and later regurgitating, in the form of written reports, knowledge dispensed by a teacher. This year thousands of students in charter schools throughout the state will join a nationwide movement that began in 1991 when Minnesota became the first state in the United States to create a charter school law.
    Parents and teachers point to the relatively small size of charter schools as an important asset. Edith Washington, a Standish/Ericcson resident attended an open house for the Avalon school in July. Avalon is a St. Paul charter that will draw students from the South Minneapolis area. Washington feels that the traditional public schools have “too many kids,” and hopes her boys will take advantage of the school's hands-on programming. “I like the concept of a more personal-based school,” said Washington.
    Joe Nathan, of the University of Minnesota’s Center for School Change, and author of the book “Charter Schools,” agrees. “Research shows that, in general, youngsters do better in smaller schools,” said Nathan. “One of the things that I'm committed to after 30 years in public education as a teacher, administrator, and parent, is that there's no one best kind of school for all kids,” he said.
    The appearance of the nation's first charter school, City Academy, in St. Paul in Sept. 1992, brought with it a movement in education that has since expanded to serve an estimated 500,000 students in 38 states and Washington, D.C., according to the latest statistics from the Center for Education Reform. Nathan said federal research shows the appearance of charter schools is also encouraging school districts to improve their practices. He noted that in Minnesota alone the districts' alternative programs, which served some 5,000 students in 1989, have increased to include over 125,000 last year.
    The charter movement has allowed choice that hasn't been available in the past, said Mary Kay Higgins, a founding parent and secretary at the K-12 Minnesota Transitions school. “One of the real nice things about charter schools is that they don't have a physical boundary limit,” said Higgins. “The kids come from all over. It allows families to find the school that is a good fit for their students.” Hands on learning, small class sizes, and a focus on technology has drawn students to MN Transitions, located on East Lake Street, from around the metro area. This year, students will begin construction on a single engine aircraft as a part of the Applied Aviation program, which originally partnered with MCTC and Flying Cloud Airport.
    The logistical complexity of creating a school from scratch is a major obstacle facing anyone who sets out to open a charter. MN Transitions Superintendent Tony Scallon explained that while often overlooked in the initial planning phases, providing transportation and lunch are two of the biggest challenges facing charter schools. Scallon, who has written scores of grants to help provide for his school's technology, sees charter schools as a business. “You have to have some business sense around you,” said Scallon. “You've got to make the books balance. Most charter schools that have closed, have closed because the books didn't balance.”
    Said Higgins: “We've always been very careful not to spend money we didn't have.”
    Still, it is the curriculum and school culture that inspire the majority of charter school personnel. With its emphasis on Spanish/English education, El Colegio last year drew the majority of its students from the city's growing Latino community. This year a more ethnically and racially diverse body of students will be enrolled at El Colegio. “It's not just for Spanish. In fact, I think that's even less of a drawing card than the project learning, the independent learning focus that we have, and the arts focus,” said Barnard.
    Although their small size helps to make them more accessible, Higgins said charters still face many of the same dilemmas as their larger school district counterparts. “We have all the same challenges with those students that Minneapolis Public Schools have. We're not magic,” said Higgins.
    Because charter schools are public schools, they are held accountable for the Minnesota Basic Standards Tests in math and reading. Although many try to remain focused on more project-based education, “teaching to the test” is an option that tempts educators in all schools, especially as some students fail the tests repeatedly.
    Barnard emphasizes the importance in engaging students in learning that is meaningful to them. “What we're doing,” said Barnard, “is reforming high school education. We're doing that in order to help young people grow into adults that have a real understanding of participatory democracy.” She notes that understanding this task is something that the advisers must also adjust to “Because none of us were raised that way.”
    Still, the small size and commitment to a vision help to keep most charters flexible in order to meet those challenges. Cheryl Avina, a founder of the K-2 Aurora School on Chicago Ave., had worked with Latino students in the high schools and saw the high dropout rates of these students as evidence of a pressing need. She went on to help found Aurora, the first bilingual elementary program in the State. At the outset, said Avina, they had to convince the state school board (which has since disbanded) that such a school was worthwhile. By focusing on communication with the families of their students, Aurora enjoyed an attendance rate that did not fall below 89 percent. Said Avina, “You have to base what you create according to what the communities needs are.”