A few weeks ago, WAMU’s Martin Austermuhle reported that Mundo Verde PCS is about to have the city’s first charter school collective bargaining agreement with its employees.
“Teachers, staff and management at one campus of the Mundo Verde Bilingual Public Charter School in D.C. have agreed on a tentative union contract, putting the popular school a vote away from becoming the first charter school in the city’s history to unionize.”
I have written hundreds of words about the efforts of DC ACTs, the union associated with the American Federation of Teachers to infiltrate Paul PCS, Cesar Chavez PCS, and now Mundo Verde. There is really not much more to say about the move. However, one paragraph in Mr. Austermuhle’s story grabbed my attention.
“’Mundo Verde has a really big commitment to social justice and equity, and we teach that to our students. The conversation about how do we provide teachers with more resources, and how do we give teachers and educators a voice is not a new one. There were a lot of spaces for us to share these feelings with leadership of the school, but it felt like it was time to do something more formal,’ said Andrea Molina, a kindergarten teacher and member of the bargaining unit.”
My contention is that if the employees of the charter were really serious about social justice and equity they would not be placing a union between the working relationship of school leadership and the teachers. The worst thing that could happen is that each and every move that a charter needs to make must be negotiated every two to three years. This is what I explained in my conversation with Mr. Austermuhle regarding his article:
“’I think it’s a terrible development, and overall it will hurt our charter school movement,’ said Mark Lerner, an education writer who also served in leadership positions of various charter schools. ‘[Charter schools] need to be able to react quickly, and if you have to work through a collective bargaining agreement, you can’t make changes quickly. If unions were widespread throughout the charter movement, they would look more and more like DCPS schools where it’s difficult to fire teachers, change curriculum, or change times.’”
In the last sentence I was referring to the opening and dismissal times established by schools.
It now appears that the nature of charters and traditional schools are becoming mirrors of each other. Just last week DCPS Chancellor Lewis Ferebee revealed his desire to close Washington Metropolitan High School, an alternative high school located near Howard University. The campus, according to the Washington Post’s Perry Stein, has been characterized by “declining enrollment, poor attendance and lackluster academic results.”
Ms. Stein went on to detail that Washington Met is one of four alternative high schools, known as Opportunity Academies, operating under DCPS, although this is the only one that has a middle school. It opened in 2008 and has about 150 students. The school relocated to its current site in 2016. If Mayor Bowser approves of Mr. Ferebee’s recommendation, it would close at the end of the 2019-to-2020 academic year. The timing of his request is centered around the start of the upcoming MySchool DC lottery.
By the way, DCPS has apparently already said that if this school is closed the system will hold on to the building. Another structure about to be denied for use by charters desperate for permanent facilities.
The Washington Post reporter stated that the last time a DCPS school was shuttered was in 2013. If more of the low academic performing neighborhood schools are closed, and additional charters become unionized, we will begin to see the merging of the two sectors that many in the collaboration movement have been calling on for years.
After all why does there need to be charters if DCPS is playing their role in closing lackluster schools and charters operate in the same manner as the regular ones? It could mean the end of competition for students. I’ve never been more concerned.