Undergraduate students in Yale’s lecture course, “Public Schools Public Policy” 2017 were asked to complete group projects examining charter management organizations, entities that control a large number of charter schools. The majority of the group were selected from Getting Smart’s list of the 70 best charter chains.
Given this background, students were asked to answer the following two questions: How does the education provided by this CMO compare to the available public alternatives? What impact is this CMO having on public education? In their analysis, they collected federal, state, district and charter data in order to examine the history, pedagogy and mission, school demographics, student achievement, school discipline, accountability and oversight, funding, staffing, and relationship to the district.
Achievement First, Children Second? by Stephanie Addenbrooke, Miriam Cohen, Thomas Chu, José López.
Arizona’s BASIS for High-Achieving Charter Schools by Alison Levosky, Amalia Ono, Esteban Elizondo, and George Huynh
Aspire Public Schools, Akintunde Ahmad, Hannah Alexander, Franklin Eccher, Tran Le
Green Dot California Schools, by Grace Ambrossi, Nate File, Laura Lodono Pardo, Mariana Suarez-Riebeling
Gulen Schools: One of America’s Largest and Most Controversial CMOs by Edgar Aviña, Shoshana Davidoff-Gore, Caitlin Dermody, Daniel Vernick
K12 Inc.: Virtually Failing our Students, by Sydney Babiak, Emily Patton, Jaclyn Price, and Billy Roberts
Knowledge is Power, but at a Cost: KIPP CMO Report, by Evelyn Torres Abundis, Amanda Crego-Emley, Otis Baker, Jorge Lema
National Heritage Academies: A Case Study of For-Profit Educational Management Organizations; by Brian Pok, Clare Carroll, Denzell Jobson, Eliza Scruton
Rocketship Schools: Taking Steps Towards Closing the Achievement Gap, by Layla Treuhaft-Ali, Emil Friedman, Lindsay Efflant, Jake Fender
STRIVE Preparatory Schools (Denver, CO) by Julie Zhu, Lucas Riccardi, Momo Chapa, Caroline Francisco
New York’s Success Academy Charter Schools: A Tentative Success, By Alejandra Corona-Ortega, Sara Harris, Elijah Mas, and Ben Wong
Final Policy Projects
As a final Education policy project, students had the choice to either 1) highlight a model working well 2) diagnose an area of education with problems 3) conduct an autopsy on a failed policy or 4) create a blueprint for an innovation.
Akitunde Ahmad, The Manhood Development Program
Alejandra Corono-Ortega, Bilingual Education in Connecticut: Failing Those Who Need Us
Alison Levosky, Restorative Justice through Arts Programs
Amanda Crego-Emley & Layla Treuhaft-Ali, Thinking Beyond the Deficit Model: Culturally Relevant Pedagogy and the Achievement Gap
Billy Roberts & Tom Chu, The Opposite of TFA: A National Teacher University to Build the Teaching Profession
Evelyn Torres-Abundis, From No-excuses to social-emotional learning: a different approach for charter schools
Edgar Avina & Sydney Babiak, A Framework for Creating an Effective Afterschool Program for Social and Behavioral Skills
Emily Patton & Eliza Scrunton, Teaching for Two: Public Education and Pregnant Teens
George Huynh, Recruiting and Retaining Asian American Teachers
Hannah Alexander & Laura Londono Pardo, Mentor for America: Exploring Unified Best Practices in After-School Mentoring Programs
Jorge Lema, The “New” NYC Renewal Schools Program
Jose Lopez, Final Policy Project: Bars for Bars
Lucas Riccardi & Esteban Elizondo, What can we learn from the Perkins Act?: Assessing vocational schools’ performance standards and accountability measures
Mariana Suarez-Rebeling, Bilingualism’s Cry for Attention: how bilingualism can help curb the current wave of nationalism
Nate File, Tracking – Policy Brief
Shoshana Davidoff-Gore, AP Enrollment and Equity in New Haven Public High Schools
Tran Le & Jacob Fender, How Housing Policies Serve as Education Policies