Friendship PCS to takeover WEDJ PCS

Three sources confirmed yesterday that Friendship PCS will be taking over City Arts and Prep PCS in the fall. The former William E. Doar, Jr. PCS for the Performing Arts (WEDJ), City Arts lost its charter last December when it failed to meet its Performance Management Framework target after demonstrating a weak academic track record for years. As a founding board member of the school and its chair for four years, I watched as a charter that started with so much promise fell apart not only in the classroom but also at the management level. This is definitely an institution with nine lives as it traveled a path that began initially with it being led by Mr. Doar’s daughter Julie, to an engagement with TenSquare Consulting, and even included a stint with John Goldman as its executive director, the gentleman who went on to work for the DC Public Charter School Board until he ran into trouble over blog posts written under an alias. Its recent history included the most vigorous defense yet by the legal team of the Stephen Marcus firm, with a claim of bias of the PMF against at-risk children, and it was in fact Mr. Marcus who negotiated the initial lease for its Edgewood N.E. location with Fred Ezra of the Ezra Company. At one point the school operated on two campuses and included a high school, teaching as many as 660 students. The current elementary and middle school has about 430 pupils.

It appears that the focus on the arts will be maintained at the new Friendship location. Let’s hope that the school is also able to keep its current highly impressive executive director Lanette Dailey-Reese.

The move by Friendship demonstrates for all to see the stamp that its dynamic and kind chief executive officer Patricia Brantley plans to place on the charter management organization. It was also this year that Friendship agreed to takeover IDEAL Academy PCS beginning next term, adding about 300 students to the 4,200 it already instructs. Five out of its current 12 campuses are ranked as Tier 1 on the PMF, the most in its history. Therefore, the recent moves are making the future strategic direction of Friendship clear. It will continue to expand in the belief that bringing more children under its umbrella will greatly improve the quality of a public education in the nation’s capital.

I’m sure Donald Hense is smiling right now.

Reaction to D.C. Councilmember Allen’s charter school transparency bill has been highly disappointing

It is less than 24 hours since D.C. Councilmember Charles Allen announced he was introducing a bill to sidestep efforts by the DC Public Charter Board to increase the transparency of information available about the schools it oversees. The PCSB is set to vote on its version of a new policy as soon as this coming Monday. But at the urging of EmpowerED DC, a group which apparently over the last three-quarters of a year has been trying to impose open meeting and FOIA laws on our city’s charters, together with the American Federation of Teachers, Mr. Allen could not find a way to respect the work of the nation’s leading charter school authorizer and felt the need to circumvent their efforts. In the aftermath of his decision, I’m frankly disheartened by the reaction of our city’s charter public policy leaders.

Cordilia James and Ingalisa Schrobsdorff of WAMU state that the charter board referred to Mr. Allen’s proposed legislation as “misguided,” adding that it “fails to take into account the extraordinary transparency measures already taken by the Public Charter School Board … Nothing in this bill will help close the achievement gap, reduce the number of students living in poverty, or reduce truancy. We support a smart, reasonable approach that provides the transparency parents need, but does not divert school efforts, attention, and funds away from educating students.”

Next up is Irene Holtzman, the executive director of FOCUS. She commented, according to the WAMU reporters, “We’re already funded at just 70 percent of traditional public schools. Another unfunded mandate is unreasonable. Where is the focus on outcomes? How will these requirements help parents or anyone else evaluate how effectively and equitably all our public schools are serving students?”

It appears from these quotes that people are simply trying to change the subject. There is only one point that needs to be made at this crucial moment: stay out of our business. The School Reform Act is clear. The PCSB oversees charter schools in the nation’s capital. This is not the job of the Mayor, and certainly does not fall under the purview of the D.C. Council.

Perhaps the reaction to Mr. Allen’s law is a symptom of what is wrong with our local movement. By law, the city must turn over surplus DCPS facilities to charters, but when it refuses to do so there are no consequences. Charters are required to receive funding equal to the traditional schools through the Uniform Per Student Funding Formula. When this does not occur we reluctantly bring a lawsuit while prioritizing collaboration with the same individuals and groups who are biding their time setting up roadblocks in our ability to care for our students.

Where is Robert Cane when you need him?

Councilmember Allen aligns himself with teachers’ union fighting to end D.C.’s charter school movement

Today, D.C. Councilmember Charles Allen will declare his intention to introduce a bill that among other things will force charter schools to comply with open meeting and Freedom of Information Act regulations. He will announce his legislation, the Public School Transparency Amendment Act of 2019, on the steps of the Wilson Building at 10:30 a.m., and will be joined by none other than Christian Herr, the Cesar Chavez Prep PCS science teacher who was behind the disastrous move to unionize the Bruce Building campus. Checking the Chavez calendar demonstrates that school is in session on this Wednesday. In fact, this week is Prep’s spirit celebration. I guess Mr. Herr is playing hooky.

The proposed law contains other requirements intentionally included to divert charter school attention from their mission of providing a world-class education to children, most of whom are living in poverty and are at risk of not making it alive to their eighteenth year.

Here a few disgusting nuggets:

  • Charter school boards must include two teachers and, in high schools and adult learning schools, must add a student;
  • Charter schools must include a list of all contracts in their annual reports;
  • The DC Public Charter School Board must make public all contracts initiated by its schools that are over $25,000 and therefore subject to a request for proposal, to include the vendor selected, and the reason behind the choice. It also removes an exemption for schools, requiring them to issue an RFP for contracting with management organizations. This provision is implicitly directed at the union’s declared enemy TenSquare Consulting but the unintended consequence of this rule will be to strongly discourage high performing CMO’s to come to our city;
  • Annual reports of charter schools must include the amount of money donated to a charter school by name when the contribution is over $500. Currently, those giving over $500 must be listed by name but not the specific number of dollars gifted; and
  • Charter schools must list the names of all employees and their salaries, also in the annual report.

A highly interesting bit of information about the draft directives is that they are a complete surprise to chairman Phil Mendelson and education committee chairman David Grosso.

Mr. Allen seems to know that he is doing something unseemly. In his press release about today’s event he writes, “Still, recognizing that charter schools are structured and run differently than traditional schools, the bill includes measures to evaluate any administrative challenges so the Council and the Mayor can adjust in future years.”

The evaluation he is referring to is just another unfunded mandate on charters. The initial year this statute is in effect, schools would need to report to the Council the number of FOIA requests they have received and the expenses related to complying with them.

The one glaring advantage charters have in this situation is that the D.C. Council has no authority over them in regards to the specifics of Mr. Allen’s rules. So now this representative has drawn a red line in the sand over the self-determination granted to charters as part of the 1995 School Reform Act.

Who will be brave enough to defend charter school autonomy once and for all. FOCUS? The DCPCSB? Education Forward DC? CityBridge Education? Charter Board Partners? PAVE? Democrats for Education Reform?

Those of us who believe in educational freedom will be watching.

U.S. Education Secretary offers freedom to America’s students

Last week, United States Education Secretary Betsy DeVos announced the introduction of legislation in Congress by Texas Senator Ted Cruz and Alabama Congressman Bradley Byrne to create federal Education Freedom Scholarships. The scholarships would allow individuals and businesses to make a financial contribution to a state nonprofit that would award these dollars to students for tuition or other expenses to fund their elementary or secondary school education. Those making contributions to these nonprofit entities would receive a dollar for dollar reduction in their federal tax obligation.

As stated in USA today, Ms. DeVos, Mr. Cruz, and Mr. Byrne explain the rationale behind their proposed law entitled the Education Freedom Scholarships and Opportunity Act.

“We recognize that each student is unique and deserves an education personalized for them. Scholarships could help students access a whole menu of opportunities, including dual enrollment, special education services, advanced or elective courses not available in their assigned school buildings, transportation to out-of-zone opportunities, among many others. All Americans need to be equipped for successful careers, and vital workforce preparation is in high demand. That’s why students could use scholarships to access career and technical education and apprenticeships, as well.”

They also explain in their commentary why a new approach is necessary regarding the education of our children:

“Today, too many young Americans are denied those opportunities. The numbers tell a grave story. We’re 24th in reading, 25th in science and 40th in math when compared with the rest of the world.

That’s not because our students aren’t capable of being No. 1. They are. But our government’s antiquated approach to education limits their ability to achieve their true potential.

A series of administrations on both sides of the aisle have tried to fill in the blank with more money and more control, each time expecting a different result.”

The plan is exactly the one that was promoted by Joseph Overton, a friend who was the senior vice-president at the Mackinac Center for Public Policy before he died in a plane crash in 2003. It comes a few days after the birthday of Joseph E. Robert, Jr., the Washington D.C. area businessman and philanthropist who was a major proponent of the nation’s capital’s Opportunity Scholarship Program. Mr. Robert passed away at the end of 2011. The OSP, since being establishment by Congress in 2009, has provided scholarships to private schools for kids living in poverty in the nation’s capital.

The main driver behind the act is freedom, which is what has led to all of the major accomplishments in this world. The authors’ write:

“The key element of the proposal is freedom for all involved. Eligible students, families, teachers and schools, as determined by their states — all can participate at will and any can elect not to participate if that’s the better choice for them. This is what freedom is all about.”

 

Exclusive interview with Deborah Dantzler Williams, head of school, Inspired Teaching Demonstration Public Charter School

When I first entered this Ward 5 charter’s permanent home, the third space that it has occupied, the atmosphere seemed different from many of the other schools I have visited.  Children were everywhere.  The pupils were moving, and talking, and sitting, and eating.  The activity level was high.  Obviously contributing to my perception was that school had just let out and aftercare activities were starting.  But please take it from me; this was not the strict and orderly silence that has greeted me upon my arrival to several other classroom buildings.  I was immediately intrigued to know more about the educational approach of the adults leading these students.

I was soon greeted by Ms. Deborah Dantzler Williams, Inspired Teaching Demonstration PCS’s head of school.  The first thing Ms. Williams did upon meeting me was to bring me to a board located in the school’s lobby containing pictures of the staff.  She is extremely proud of the diversity of the school’s team.  Ms. Williams explained that diversity is an intentional goal for the student body as well as for the employees.

Ms. Williams then filled me in regarding her past professional career.  She has over 30 years’ experience as a teacher and administrator in some of the Washington, D.C.’s finest private schools, including Beauvoir and Sidwell Friends.  Along the way she earned a Bachelor of Arts Degree in Political Science and Sociology from Howard University, a Master’s Degree in City/Urban Community and Regional Planning from the same school, and a Master’s of Organizational Leadership at the Teachers College of Columbia University.  She enjoyed all of her instructional experiences but wanted to have an impact in some of the schools that were instructing more typical D.C. students, such as those living in poverty.  An associate of hers went to work for a small 20-year-old nonprofit named The Center for Inspired Teaching and spoke to her about coming along.  The organization provides professional development, leadership training, and an Office of the State Superintendent approved teacher certification program specializing in placing the child at the center of all educational efforts.  Ms. Williams joined the group as its director for strategic partnerships.

The Center for Inspired Teaching provides a teacher residency that covers two years, the first year residents are placed in DCPS and public charter schools working directly with a Master Teacher, and the second year residents lead their own classrooms with the support of a mentor. When a school accepts a resident, the Center often encourages it to add another so that there is more synergy around the pedagogical philosophy utilized by Inspired Teaching.  A question that naturally arose out of the program was whether an entire school made up of Inspired Teaching-trained teachers would succeed.  Since Inspired Teaching is focused on a methodology around engagement, it was only natural that it would eventually seek to create its own school.  In 2010, the Inspired Teaching Demonstration School was chartered by the DC Public Charter School Board after the Center brought together a founding group.  Ms. Williams has been its head of school from the beginning.

Inspired Teaching Demonstration PCS opened its doors with 137 students in seven classrooms from Pre-Kindergarten three to the third grade.  While it utilizes the Common Core Curriculum, it concentrates, according to Ms. Williams, “solely on the needs of the students by emphasizing wonder, experiment, and learning.”  There are now approximately 470 students, with about one thousand on its waiting list.  It is no secret why so many families want to send their kids here.  When looking at its results on the DC Public Charter School’s Performance Management Framework, the score has risen for each of the four years that it has been evaluated.  Since the 2016-to-2017 term it has been ranked as a Tier 1 institution.

But test scores are not the only reason for this school’s popularity.  Ms. Williams detailed, “We are committed to diversity and equity among our students.” As a demonstration school, Ms. Williams related, Inspired Teaching offers a progressive style of education based upon the following principles:

  • Children are inherently good and have an innate desire to learn
  • Every child can be successful in school
  • Children’s energy, unique talents, and individuality are assets, not obstacles.
  • Every student possesses the ability to think critically, learn and understand information, and solve complex problems
  • Every student should spend their time in school engaged primarily in these kinds of activities

The standards-based curriculum, the head of school informed me, is based upon the four “I’s” of Intellect, Inquiry, Imagination, and Integrity.  “You will hear kids’ voices when you come into the school,” Ms. Williams boasted.  “You will see them moving.  We believe that children need validation for who they are as individuals.  We show the students that they have power and we want them to invest it here in their education.  We want them to understand the benefit of the methods we are using to further their learning.” 

 Ms. Williams is especially proud of the teaching residents from the Center for Inspired Learning.  She says that the Inspired Teaching Charter School currently has eight residents that are paired with Master Teachers.  These residents also have a mentor based at The Center for Inspired Teaching.  The head of school detailed that after these residents are in the classroom for about six weeks, they gradually begin to pick up responsibilities delegated by the Master Teachers such as running the morning meetings.  Ms. Williams stated that there is a rigorous process in place for selection of those that want to become residents.  All are interviewed so that an understanding can be gained about their approach toward working with students.  For example, an interview question might be “tell us about an interaction with children that demonstrates your philosophy toward them?”

The Inspired Teaching head of school stated that there are currently 10 residents in the program, and approximately 65 who have completed the program and are still in the field teaching.  One particularly positive aspect of the residency is that after the teachers complete their two years of training they are eligible to earn a Master’s Degree from Trinity University

Ms. Williams remarked that at the school there are generally two classes per grade Pre-Kindergarten three through sixth grade, and  one class currently in the seventh and eighth grades.  You will typically find two adults, including a master teacher and a resident, in a class of 25 students.  But this is hardly the rule. “There may be other educators in the classroom depending upon the unique needs of the students,” Ms. Williams instructed.

Ms. Williams is a Washington native whose children were also educated in this city.  She and her husband live in the house she grew up in.  Her entire professional life has been dedicated to preparing the successive generations of children to be successful in this world.  The Inspired Teaching Head of School informed me that she is not through making improvements in the way kids are taught.  “We are still honing our craft,” Ms. Williams stated, “and therefore our team will continue to work hard to place our children at the center of what we do on a daily basis.”

D.C.’s charter school facility problem has reached the crisis phase

Yesterday, WTOP’s Rachel Nania chronicled the recent facility woes of Eagle Academy PCS as it tried to find a new location after being informed that its Capitol Riverfront campus would be turned into condominiums. According to Joe Smith, Eagle’s CEO/CFO:

“We tried for several years to find a location here in Ward 6, but all of that had been purchased by developers on speculation, so that even when we looked at a bare strip of land or a building we could knock down, somebody else had already bought it.”

I would be remiss if I failed to mention the impact of the facility hunt has on the quality of academics at charters. In 2018, Eagle Academy’s Capitol Riverfront campus went from Tier 1 the year before to Tier 2 on the DC Public Charter School Board’s Performance Management Framework tool. The impact was even greater on its Congress Heights location, which saw a drop from Tier 2 in 2017 to Tier 3. The amount of time and energy spent on trying to secure a permanent location cannot be underestimated.

Last week, Mr. Smith was given a one year extension for the school at its current location. But this only delays the problem for another 12 months. Ms. Nania quotes Building Hope’s Dominique Fortune as commenting about D.C.’s charter schools, “They’re not going to be able to afford to stay in the space that they’re in, but there isn’t really an alternative or any place for them to go.”

Another associate at Building Hope perfectly captures the issues now facing charters in trying to find space in Washington, D.C.’s hot commercial real estate market. Remarked Jerry Zayets, “So essentially, you need to convince someone that, ‘Hey, I’m going to put a tenant in the building that’s going to be loud, and there’s going to be noise and traffic and pickups and drop-offs. Oh, and I’m also going to pay you $12 less (per square foot) than market rent.’ That’s not a compelling argument to a commercial landlord.”

So with renting space in a commercial building out of the question, the only alternative is to set up shop in a surplus DCPS facility. But this too is not an option. Since Mayor Bowser came into office in January 2015, no former DCPS buildings have been awarded to charter schools. At least ten properties currently stand empty. Many more current DCPS classroom spaces are severely underutilized.

It looks like the anti-charter people may get what they want after all. There is now an effective moratorium on charter schools expansion in the nation’s capital for one reason only. There is no place for them to go.

Is there no one out there that can help?

WAMU joins the crowd as criticizing public school choice as antidemocratic

Last week WAMU reporter Jenny Abamu wrote a feature pointing out that all three current leaders of Washington, D.C.’s traditional public schools, Hanseul Kang, State Superintendent of Education; Paul Kihn, Deputy Mayor of Education; and Lewis Ferebee, acting DCPS Chancellor; received training at the Broad Center. The slant of the article, so you don’t have to read it, is that the Center uses a focus on business in its approach to teaching school administrators to be better leaders. The great crime of this organization, founded as Ms. Abamu pointed out by “billionaire philanthropist Eli Broad” is that it favors charter schools.

The mission of the Broad Center, as stated on its website, is as follows:

“We work toward the day when American public education has been transformed into an engine of excellence and equity — so every student graduates ready for college, careers and life.”

Sounds like a nefarious group if there ever was one. Please allow me to explain what is going on here.

For hundreds of years this country has depended on democratic systems to run our public schools. I’m referring of course to elected boards of education. The result in urban classrooms is that quality suffered. The history in the District, which began to be reversed such a short time ago with the election of Mayor Adrian Fenty in 2007, was that the regular neighborhood public schools became someplace you wouldn’t want to send your kids. They were not safe, they were not managed, there was very little education taking place, and the walls were literally crumbing around the children.

Mr. Broad is utilizing the power of school choice to bring educational improvements to cities. It necessarily involves competition for students, since under choice systems, revenue follows the pupils. This can be described as a business approach to education, but here’s the crucial little secret. We rely on competition in life to make almost everything better. In fact, I would make the case that those who argue that we should eliminate competition are schizophrenic. They are insisting on a view of reality that does not exist, and one that is completely inconsistent with the nature of mankind.

American society is really at a turning point. We can continue the whining about privatization, millionaires contributing to charter schools, school choice in general, open meeting laws, answering FOIA requests, and all of the other nonsense. Or we can lead our lives in order to make a contribution to the betterment of society by doing everything we can to support those brave men and women who are working everyday with all of their might to educate those young people who in the past were tossed to the curb. It is actually this simple.

Your decision.

In trying to save a D.C. charter school, Chavez and TenSquare become the enemy

Two themes emerged at last night’s monthly meeting of the DC Public Charter School Board that focused on whether Cesar Chavez PCS for Public Policy should be allowed to close its Prep and Capitol Hill campuses. The first is that the bromide that has been accepted by the public school reform movement, namely that charters are public schools that are privately run, could not be further from the truth.

Yesterday, as in January’s charter board meeting, DC ACTS, the union associated with the American Federation of Teachers, was out in full-force with teacher after teacher, again wearing their red shirts embossed with the union logo, testifying against the consolidation plan. If charters were privately run, then the Chavez board could have made the decision on its own to shutter campuses and it would have been a done deal. Instead, hours were taken up by testimony by the union, complete with claims that Chavez and TenSquare, the company hired by the school to turnaround its academic performance, were “monetizing its assets.” It was simply a financial decision, the unionized Prep campus instructors asserted, meant to line the pockets of the board and the consulting group. Never mind the significant improvements in Performance Management Framework scores that Chavez has posted since it partnered with this firm.

Now it is actually the finances that provide the final proof that these alternative schools are not privately run. As pointed out by Andre Bhatia, co-chair of the Chavez Board, the school in 2010 consolidated its debt around the renovation of two schools and the purchase of the Parkside campus into $27.2 million in bonds. The bond payments come to $2.45 million per year. In order to cover this cost the Chavez network needed to grow to 1,500 students. However, currently, there are only 930 students enrolled in the network. The Prep and Capitol Hill campuses have been losing students for years, and the total number will decrease by 130 when Parkside Middle finally closes.

In 2017, according to Bethany Little, also a co-chair of the Chavez board, when the DC PCSB was pondering the decision as whether to shutter Parkside Middle due to poor academic performance, the school warned at least five times that this move would place severe financial pressure on the charter which would most likely result in reconfiguration of its campuses. The situation that Chavez finds itself in now is that it can merge its Capitol Hill High with Parkside and turn out the lights at Prep with the displacement of 133 sixth and seventh grade students, or become insolvent with the result that almost a thousand pupils would have to find new schools in which to enroll.

Of course, if the school’s board could make unilateral decisions, Parkside Middle would still be signing up new pupils. Just as with Excel Academy PCS, City Arts and Prep PCS, and National Collegiate Academy PCHS, the ruling to end operation came from a public governmental body, the DC PCSB, and not from boards that are free to operate without outside interference. We really have to reject the claim that charter schools are privately run at every opportunity.

My second takeaway from the session is that labor unions have really fallen out of favor in this country, and that this is a positive sign. On Monday, Mrs. Irasema Salcido, the founder, first principal, and current board member of Chavez, read a prepared statement and spent more time than any of the school representatives explaining and defending the strategic initiative that was the subject of the evening’s conversation. This is quite a turnaround in her viewpoint, since I remember Mrs. Salcido’s background as I listened to her detail it numerous times to others when I was involved with this school. She was raised by her grandmother in Mexico, and when she was 14 years old she came to this country to join her parents, speaking no English. She picked strawberries in the fields from sunup to sundown with other migrant workers, eventually obtaining a Master’s Degree from Harvard University. Her experience led her to name her charter school after Cesar Chavez, the farm worker union organizer. But here she was for all to see exerting that the singular viable path forward involved closing the only unionized D.C. charter. As an aside, I should mention that since becoming a part of DC ACTS almost two years ago, a collective bargaining agreement has never been finalized with the Prep staff. Unions have no place in an educational movement that depends on being able to make minute-by-minute operational adjustments to meet the needs of scholars.

The charter board will vote at its March meeting whether to approve the Chavez proposal.

Revised D.C. charter board transparency policy missing open meeting and FOIA requirements

The DC Public Charter School Board has released its revised school transparency policy ahead of tonight’s monthly meeting, and absent are two highly controversial provisions that many have insisted need to be included. While the document does add additional requirements for information that schools must include on their websites, such as the salaries of the five top earning officials if they make over one hundred thousand a year, there is no rule that charters must adhere to open meeting laws or have to respond to Freedom of Information Act requests. This is going to make a lot of people angry.

The proposed policy does include this language around informing the public regarding the ability to participate in individual charter school board meetings:

“While DC PCSB does not prescribe a particular open meetings policy, schools will be required to develop a policy pertaining to board meeting accessibility. This policy shall include the number of open meetings the school plans to hold per year.”

Regarding the call for charters to be required to fulfill Freedom of Information Act requests, the board rejected this suggestion. It commented:

“DC PCSB does not support this largely because staff burden in answering FOIA requests may impede on schools’ academic programs. As an independent government agency, DC PCSB is subject to FOIA, which means that the public may access all documents submitted to DC PCSB by schools. Items that are often requested from DC PCSB via FOIA have been added to the policy and will be posted on school websites (e.g. school budgets, board meeting nibutes). “

The board is exactly following my recommendations on these topics.

The supporting documentation for tonight’s session states that during the PCSB’s January meeting ten people testified in favor of having schools comply with open meeting laws and nine added their support for charters having to answer FOIA submissions.

Expect fireworks to fly later today as the board is also considering the move by Cesar Chavez PCS to close a middle and high school campus.

Washington Post editors have gone silent on public school reform

I was reading a story in the Washington Post this morning by Moriah Balingit regarding how legislators in West Virginia gave in to the local teachers’ union after a half day strike, and removed legislation that would have created charter schools and education savings accounts for special education students. State Senate president Mitch Carmichael, according to Ms. Balingit, had this to say about the cowardly representatives:

“Comprehensive education reform that will improve student performance, provide parental choice and empower teachers is coming — because parents, taxpayers, and job providers want our broken public education system fixed now.” 

West Virginia led the country a year ago by having the first strike by teachers for higher wages and benefits. This was followed by similar actions in other localities, most recently in Los Angeles. In many of these battles charter schools are cast as the villain even though all these institutions are doing is providing a quality education to those children who are currently not receiving one.

But if you followed the Washington Post editorial page commentary you would know extremely little about the lies being spread by unions across the nation about these alternative schools. This is too bad, since the Post used to one of the greatest proponents of educational freedom. Consider this 2008 piece in support of the Opportunity Scholarship Program:

“A minefield awaits Mr. Fenty as he prepares to testify tomorrow before a House appropriations subcommittee. President Bush’s budget includes an unprecedented $74 million to bolster education in the District, dividing the money along three pathways. Public schools would get a big chunk to undertake such initiatives as teacher ‘pay for performance’ and leadership training for principals. There would be money to replicate high-performing charter schools. And $18 million would go to the D.C. Opportunity Scholarship Program, which provides grants for low-income children to attend private schools; it is this third purpose that’s expected to come under scrutiny, if not attack. A Republican-controlled Congress barely approved the program in 2004, and the Democrats who now rule the House are sworn enemies of vouchers. It doesn’t help that District Del. Eleanor Holmes Norton (D) has been a fierce opponent.

We would hope that Congress would recognize certain truths. First, that the time for a rhetorical debate about this program has passed. There are 1,900 children enrolled — quite happily — in the program. What’s at stake is not a political point of honor but the opportunity for children to go to schools that work for them. Second, it’s a program that is supported by District leaders and embraced by their constituents. A measure of its popularity is how demand for the scholarships outstrips capacity. It’s encouraging that the House subcommittee on financial services and general government, which will hold the hearing, is chaired by Rep. Jose E. Serrano (D-N.Y.), a true believer in the importance of home rule.

Of all the arguments against vouchers, the most pernicious is that they hurt public schools. Never mind that D.C. public schools benefit financially from the funding formula. Public schools failed long before vouchers were even conceived of, and no less an authority than D.C. Schools Chancellor Michelle A. Rhee dismisses that argument out of hand. As she told the Wall Street Journal, ‘I would never, as long as I am in this role, do anything to limit another parent’s ability to make a choice for their child. Ever.’ Let’s hope Congress feels that same compunction.”

We desperately need some of this bravery today. There are currently so many challenges facing our local charter movement, such as the lack of facilities and inequitable funding compared to the traditional schools, in which we could really use their help. D.C.’s charters, that are successfully closing the academic achievement gap for the first time in the history of public education and that are keeping kids out of prison and alive, are being criticized almost daily regarding the need to comply with FOIA requests and opening up board meetings to the public. But these arguments, along with the comments that charters are public schools that are privately run controlled by the dollars of millionaires, are perfectly identical to those that were offered when private school vouchers were first introduced. They are being foisted upon us for one reason only; to protect the status quo so that unions can maintain control over the public school bureaucracy.

It is time for editors of the Washington Post to point out the false statements by those against school choice, and to shine a bright light on the singular motivation behind their claims.