Charter School Running Head: DESIGNING, CREATING AND IMPLEMENTING

Designing, Creating and Implementing a Charter School Simone M Brady, Rashima D. Ellis, Christina Hurd, Gabriel Awoyinka, Shenelle L. Smith, Keith Thomas, Mark Zellars American Intercontinental University September 12, 2006

2 Abstract Charter schools are growing in number and are an effective alternative to public schools because the curricula typically fills educational gaps, such as the multicultural gap that will be discussed in this paper. Racism in America is solid in foundation and must be addressed due to the diversity in this nation, therefore; multicultural education, advancing minority and white culturally deprived students will be the focus of the curricula for a hypothetical charter school designed for this paper. This paper aims to influence parents to choose The Academy of Global Justice Charter School as opposed to other charter schools that are in the development process and show how this particular charter school will fill the multi-cultural educational gap.

3 Introduction Racism and discrimination in America is solid in foundation and must be addressed due to the multiracial and cultural diversity in America. Clearly an educational gap exists and a charter schools can fill this gap. Charter schools are growing in number and are an effective alternative to public schools and will be the focus of this paper. The first part of this paper shows statistics that prove racism and discrimination exists to a large degree in order to justify a need for a charter school with a multicultural emphasis. The remainder of the paper aims to justify the mission and curriculum of the charter school to sway parents to choose the Academy of Global Justice for their children rather than choosing other charter school being developed in the community. The Hypothetical Scenario Charter schools are growing and competition for parent approval and student enrollment will increase in Henderson Nevada. In order to gain the attention of community members, specifically students and parents, a charter school fair called Competition Charter will be held at the Convention Center in order to introduce the Academy of Global Justice as well as approximately 4 other charter schools. An itinerary will be followed whereas each schools leaders promote their school by taking the stage and informing parents, students and other stakeholders about an educational gap their school will fill by discussing a problem within the community, state, nation or afar; their mission statement; demographics; qualified students; admissions; learning and assessment; subjects to be taught; the facility; leadership styles; teacher recruitment; networking with the community; and school governance.

4 Problem Statement Racism and discrimination exist across the globe and are prevalent in two grounded systems in America; the criminal justice and educational systems and are solid in foundation. This problem must be addressed due to the multiracial and cultural diversity in this nation. Multicultural elective courses and culture as a part of history/social studies, and foreign language is not enough to teach people about other cultures and more specifically to show all students that similarities and differences exist between all races and cultures. Similarities will show students how all humans are linked and the differences will show students the individuality of people and culture as opposed to preaching about races that hold more intelligence or races that are said to have criminal tendencies due to the color of their skin. Review of the Literature Racism in the Criminal Justice System African Americans and other minorities are overrepresented in the American criminal justice system and are arrested more often than white Americans. In 2000, blacks constituted only 12% of the US population but represented 27.9% of all arrests. According to the National Crime Victims Survey reports, crime victims perceive singleoffender robberies to be committed by an African American 46.5 % of the time (Walker et al., 2004). The difference in unfavorable socioeconomic status of blacks did not affect arrest differentials for all offense categories, however; blacks living in segregated cities governed by white elites (where at least 50% of government employees were white), were more likely to be arrested, regardless of their criminal conduct (Zhang & Zhao, 2004).

5 Racism in the Educational System Racism has been present in the American educational system since its inception. Regardless of how much preaching educators did with regard to equality, the reality is that racial segregation, religious intolerance, cultural genocide and other forms of discrimination was taking place against non-whites (Purdue University, n.d.). In reviewing the literature, many authors contend that the educational gap between black and white students will be closed because some leaders have not acknowledged that such a gap exists. Davis (n.d.) maintains that an educational achievement gap exists in Delaware and will not be closed until 1. An establishment acknowledges that race and racism matters, 2. The educational system puts forth the same academic expectations of black students as white students, and 3. Black communities take responsibility for their childrens education.

The Solution: A Charter School Charter schools are public schools that are made possible with a contract (charter) from a local school board or state agency. The charter is a framework of the schools operations that the school must follow and these schools are free from regulations that other public schools must abide, but; instead are held accountable for achieving the goals in the charter which includes the improvement of student performance. The bottom line; the charter (contract) allows the school autonomy over its operation (Ed Gov, 2000). Seven out of ten charter schools are small, newly created and smaller than schools converted from pre-existing public schools with a median enrollment of 137 students as opposed to public schools in charter states of 475. Today, 4,500 students are

6 enrolled in 19 Nevada charter schools (US Charter Schools, n.d.). Charter schools are designed to provide a learning environment that will improve student achievement and provide additional educational choices for parents (Arizona Department of Education, 2006). Hadderman (2000) maintains charter schools are expected to achieve certain educational outcomes or risk charter revocation by their sponsors. The intention of charter school education is to: increase opportunities for learning and access for a quality education for all; create a choice for parents and students within the public school system; provide a system of results and accountability in public education; encourage innovative teaching practices; create new professional opportunities for teachers; and encourage parent/community involvement in public education (US Charter Schools, 2006). Mission Statement The primary goal of The Academy of Global Justice is to educate students by preparing them for the real world. To obtain this goal, three objectives will be met. We will ensure students become aware of a diverse number of races and cultures; ensure learning is meaningful to every student; and ensure all students have an equal opportunity to become educated and prepare for college. We will embrace many schools of thought and use these philosophies simultaneously. We go above and beyond the traditional school of text and lecture to ensure students have the skills necessary to survive by drawing heavily on resources available in the physical and online communities, as well as build networks with parents, schools, teachers, administrators, and businesses. Academy of Global Justice Compared to Other Charters A total of 19 charter schools exist in Nevada (Department of Education, 2006), 6 of which are located in the city with the remaining 13 schools located in upstate Nevada.

7 All of the schools have a unique way of bridging en educational gap. We feel that our academy bridges the gaps of public, private and charter school educational gaps. In other words, some charter schools focus on college preparation, as do we. They may focus on college preparation for reasons unbeknownst to the public, or for the same reason that we want to focus on college preparation. We want to ensure that those whose native languages are not English and those who are oppressed or deprived of certain educational resources due to a lack of finances are given an equal chance to make the grade and get accepted into Ivy League colleges. It is not enough to prepare minority and other underrepresented populations for standardized tests and colleges, instead; we must treat the underlying problem. This is why our school is unique in focusing on a multicultural and minority college preparatory approach. How are diseases treated? The underlying problems must be healed; and this applies to world issues as well. Many of these charter schools seem to be focusing on surface problems. These surface problems are a result of racism and discrimination. Our academy offers education for students to survive in the real world; the real world consists of a plethora of cultures and races and we are unique in providing multicultural education. Our academy focuses on human oppression and aims to educate those who oppress and those who are oppressed. A shift from living beyond the community into the global environment requires new student literacy, therefore; curricula will focus on multiculturalism, digital age literacybasic, scientific, mathematical, technological, and visual information literacy. Curricula will function with different formats for online and computer mediated instruction.

8 Demographics The hypothetical university is in Henderson, Nevada which borders Las Vegas and is the fastest growing city in the nation. Las Vegas and Henderson have a large number of South American immigrants and the numbers grow each day. Many schools have such a large number of immigrants that learning is delayed for American students due to language and cultural barriers making it hard for students to understand each other inside and outside of the classroom. Therefore, multicultural education is necessary to ensure students understand cultures other than their own and can be successful in their careers when dealing with people of other races and cultures. This is especially important when people such as law enforcement representatives have the authority to abuse, arrest, convict, release or put to death people whose races and cultures are outside of their own. Population The students who attend the academy will come from all races, cultures and ages. English language learners, culturally deprived students and students who need to prepare for college and standardized exams will attend our school. Culturally deprived students and those who have had racial altercations with the law will attend the academy as well. In the Vicinity The grade levels of the students who will attend the Academy for Global Justice are Pre-K through PhD. Students from all over the Vegas Valley may attend the institution provided they meet all criteria. Transportation will be provided for students attending pre-k through 8th grade providing they live within 10 miles of the institution (North, South, East and West).

9 Nevadans at a Distance Nevada students must prove they live over 10 miles away from the school for prek through 5th grade levels to be admitted to the distance education programs, however; a contract must be signed that will ensure students are present for certain activities and present for all guest speakers. Field trips are required. If parents do not give consent for their child to go on a field trip with the institution, the parents, legal guardian or other trusted adult may bring the child to the field trip. Sixth graders through PhD level students will be admitted to distance education programs proving they also sign a contract to physically attend the academy for guest speakers and field trips. Out of state students Out of state student may be admitted into the distance education programs providing they meet all criteria and the state they reside in is a state the academy partners with in order to go on field trips and attend guest speaker lessons. Admissions Admission criteria includes a cumulative 2.5 grade average, a need for multicultural education which will be assessed by a writing sample and/or recommendation, a need for college prep and new immigrants who do not speak English. Student Learning and Assessment Student assessment in multicultural education must differ than that of assessment for subjects that demand a correct answer. Assessment will begin before the students learn because it is necessary to know what the students know and if they hold racist views or a lack of understanding for people outside of their race or culture. A 3 page essay will be due on the first day of school explaining their thought on immigration, attending

10 school with people of other races and cultures, and their opinions about racism across the globe. During the course an open forum will be based completely with regard to stereotypes. As we divulge these stereotypes of different races cultures and backgrounds we will effectively bring about an awareness of each other and dispel the widespread misconceptions about dynamic races and cultures. At the end of the session or course a 7 page paper without specific criteria will be due. Students will use their own words to express the differences between their prejudices toward certain groups of people before the course, mid-course and at the end of the course. Further important concentration should reference what and how they learned and whether or not they respect individuals from other races and cultures and if not, why? English, science, history, and math courses are required of all English language learners, white culturally deprived students and any student not enrolled in the school specifically for the purpose of engaging in one of the multicultural programs. Since charter schools are held accountable or they will loose their funding, ninety- eight percent of charter schools report administering at least one standardized test (The Center for Education Reform, 2006). Charter schools provide smaller classes and smaller teacher to student ratio. This means that the students can receive more personalized attention and weekly evaluations. Standardized tests will be administered once per year in June. Courses Offered: A Brief Description Computer Technology Students will learn to use computers and learn to use and present PowerPoint. This course is a prerequisite to all other technology courses. English as a Second Language

11 This is an English language learning course for students whose native language is not English. Cultural studies This course examines the complex ways in which societal beliefs are formed. It is particularly valuable for teachers of multicultural literature because it focuses on the social divisions of class, gender, ethnicity, and race. Cultural studies looks at the ways in which meanings, stereotypes, and identities (both collective and individual) are generated within these social groups. The practice of cultural studies almost always involves the combination of otherwise discrete disciplines, including literature, sociology, education, history, philosophy, communications studies, and anthropology. An interdisciplinary approach is key to an understanding of these issues, because it allows students to study and compare multiple, varied texts that deal with the culture and history of a particular group (Simon 1999). Institution and Facilities The building includes two computer lab classrooms. These classrooms will be used for history and science lessons, and for student research regarding history and math. The computer labs will not be in use during lunch hours and for one hour after school in order for students to use for homework; this can be beneficial since many of the students may not have use of a computer at home. Computers will also be in classrooms where multicultural courses are taught in order for students and guest speakers to collaborate when discussing specific times in history and artifacts. The wing for the Cultural Center includes a student Lobby and Resource center. Students and teachers can interact in cultural events discussions, readings; sign up for

12 field trips and so forth. The Cultural Center will be devoted to expressing knowledge of a broad base of people ideas and cultures. This will make our education more effective as well as help students in society to co-exist with a variety of people. The wing for English, English Literature, foreign language and art will include a resource center, an auditorium and a mini-museum. Leadership The word leadership can refer to the process of leading, the concept of leading, or those entities that perform one or more acts of leading. Basically, leadership is the ability to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members. At The Academy for Global Justice leadership will be bestowed to a candidate with a solid educational background who exhibits qualities of a transformational leader. Transformational leadership starts with the development of a vision, a view of the future that will excite and convert potential followers. Transformational leaders are constantly seeking transformation and will not succeed in an environment where people are happy as they are and resistant to change. Transformational leadership increases the awareness of what is right and important and raises motivational maturity beyond a persons own self-interests for the good of the overall organization. Transformational leaders are proactive. They convince others to strive for a higher level of achievement as well as higher levels of moral and ethical standards. Developing high performing teachers optimizes the development of the overall school as well.

13 The transformational leadership was chosen as the leadership style for our charter school because characteristics of other leadership styles were not suitable for the environment which we have built. Characteristics of other leadership styles include: Demands that followers, or subjects, automatically obey orders they have been given. Assumptions that the leader knows what is best for his or her followers and the followers are not capable or competent to make their own decisions. The leader has greed or personal gain as a driving force or a major motivation. In traditional schools, administrators develop policies without the input from teachers who in turn implement policy without input from colleagues. Teachers are not given sufficient training to work with new programs. Curriculum is developed by outside sources, and the opinions of teachers are not considered. Teachers are instructed on what materials should be used and the order of their instruction. Besides field trips, group activities, and guest speakers, the involvement of parents will always be welcomed at The Academy for Global Justice for an interactive learning experience. We encourage teachers and administrators to work together to establish and implement policies. We emphasize the need for our school to work in a way that honors the experience and contribution of all its educators. We will rely on teachers to identify potential problems in our curriculum development. We will create happier teachers by instilling a sense of value and self respect through the utilization of their expertise to make a difference in the lives of students. Teacher Recruitment Teacher recruitment will follow the No Child Left Behind paradigm which President Bushs recommendation for No Child Left Behind Teachers:

14 Must show they are knowledgeable in the subjects that they teach by passing a rigorous subject matter test or by showing they have majored in the subject on their transcripts. Must have at minimum a bachelors degree, full certification or licensure as defined by the state, and demonstrated competency, as defined by the state, in each core academic subject he or she teaches. New elementary teachers must pass a test demonstrating subject knowledge and teaching skills in reading or language arts, writing, mathematics, and other areas of the basic elementary school curriculum. New middle or secondary school teachers must pass a state test in each subject they teach or hold an academic major or course work equivalent to a major, an advanced degree, or advanced certification or credentials. Existing elementary, middle, and secondary school teachers must meet the requirements for new teachers or demonstrate competency according to a system designed by each state.(White House, 2001). Undergraduate Programs The majority of people who enter teaching have graduated from a four-year institution and have completed a program that prepares students for teaching a broad range of curriculum areas and age groups. Programs are offered for the preparation of early elementary (K4), middle grade (58), and secondary (high school) teachers. Teachers are also trained for specific subject areas such as art, business, health, physical education, technology education, music, and special education. The programs are

15 generally highly field based and prepare students through extensive work in schools with children. These programs are also accredited at the state, regional, and national levels. Networking: Stakeholders Parents are stakeholders and the academy will inform parents by always keeping the message simple. The academy will provide a facts sheet and provide time during the scheduled parent meeting for questions, as well as send letters to parents explaining the important facts and key data in order to help parents feel like they know what is going on (The Center for Education Reform, 2006). The academy will ensure the availability of all teachers for parent contact and questions. When building relationships with faculty members it is important that the members feel they all play an important role in the success of the school. To help build relationships between the faculty, teachers could communicate with other teachers of their similar grade level on what is going on within their classroom. Also, the faculty members should be encouraged to get ideas from the other teachers. Community leaders can often times provide needed supplies and services to the classroom. To build relationships with these community leaders, the faculty of the school should show that they are grateful for any assistance that they get. They should make the community leaders feel as though they are an important part of the school community. The key to building any relationship is open and effective communication. To build a good relationship, it must first start with informing all members of what is going on. Institutional Governance Academy governance is mandatory and will follow state charter school statutes. The academy will be governed by a school board of at least five members who will be the

16 legally responsible entity for the school. The Board of Directors shall decide matters related to the operation of the school, including budgeting, curriculum and operating procedures. The Board of Directors will understand that a charter school board is a publicly responsible body approved by the State and understands that the school must conform to these basics: 1. Ensure that the school adheres to state laws; 2. Make certain that public funding rules are followed; and 3. Make decisions consistent with the school's charter and contract. A majority of the members of the board are licensed teachers that will be employed by the school. One member a parent, one member a community business owner, and one member is a psychologist. The academy (newly developed) has an interim board making many decisions that were selected carefully. All board members have and will provide wise and experienced judgment during the busy formative years. The academy understands that the initial board for the school is limited to three years with elected school board having been formed before the end of the third year of the charter school's life. The charter school statute says school staff and parents may vote on the selection of candidates for the school board. Most schools hold a meeting for the election of school board members or send a paper ballot with a brief description of each of the candidates. The basic responsibilities of the school board are to: 1. Ensure the school's operations are congruent with the charter school application that was approved by the sponsor and the State; and 2. Ensure the school's operation meets the terms of the contract between the school and its sponsor. School board members will make major decisions about the school and its implementation. Major areas for school board decisions include: Managing for an appropriate facility; approval of the school's budget; monitoring the school's revenues and

17 expenditures on a regular basis; interviewing and hiring the administrator; formal vote of approval on staff employment, monitoring performance of the director and assuring evaluation of other staff; establishing policies; approving contracts for goods and services; and monitoring the progress of the school's program. All school board members must work to stay current in these areas by periodically attending training and conferences through such organizations as the Association of Charter Schools, the Center for School Change, the School Boards Association, and the Department of Education. Conclusion

Racism and discrimination have ugly faces and can be seen in the criminal justice and educational systems. The American nation is a melting pot, however; many people are intolerant and do not understand or know how to communicate with people of other races and do not understand cultures other than their own. This can be remedied by mandating that all schools and universities include multicultural education in their curriculum as a requirement for graduation. The bottom line is if teaching people how to get along was a priority when the criminal justice and educational systems were created, the educational gap would not be so wide and the need for multicultural education could be need based rather than a national necessity.

18 References Andre Agassi College Preparatory Academy (2000). Curriculum. Retrieved September 18, 2006 from http://www.agassiprep.org/about_curriculum.html Arizona Department of Education (2006). Charter Information. Retrieved September 13, 2006 from http://www.azed.gov/charterschools/info/faqs.asp The Department of Education, (2000). Nevada Charter School Directory. Retrieved September 16, 2006 from http://www.doe.nv.gov/schools/charters/listofcharters.attachment/306607/AACharter_School_Directory_8-30.doc Explore Knowledge Academy (2006). Home Page. Retrieved September 16, 2006 from http://www.ekacademy.org/ Hadderman, M. (2000). Charter Schools, ERIC Digest, Number 118. Retrieved September 13, 2006 from http://www.ericdigests.org/1999-2/charter.htm Innovations International Charter School of Nevada (2006). Students. Retrieved September 16, 2006 from http://iicsn.org/students/index.html Knightly, A. M. (2006). New charter school nearing final approval. Retrieved September 19, 2006 from http://www.lvbusinesspress.com/articles/2006/03/13/news/news04.txt Mathews, J. (2003). The Bias Question. Retrieved September 14, 2006 from http://www.theatlantic.com/doc/prem/200311/mathews Nevada Homeschool Network, (2004). Nevada Homeschooling Laws and Regulations. Retrieved September 12, 2006 from http://www.nevadahomeschoolnetwork.com/laws.html Odyssey Charter School (2006), About Odyssey Charter School. Retrieved September

19 19, 2006 from http://www.odysseyk12.org/K8/html/about_us.html Purdue University, (n.d.). The History of Racism in Education. Retrieved September 13, 2006 from http://web.ics.purdue.edu/~queen/RaceEd2.htm US Charter Schools, (n.d.). Nevada State Profile. Retrieved September 13, 2006 from http://www.uscharterschools.org/cs/sp/view/sp/25 US Charter Schools, (2006). Overview. Retrieved September 13, 2006 from http://www.uscharterschools.org/pub/uscs_docs/o/index.htm The White House, (2001). Preparing, Training and Recruiting High Quality Teachers and Principals. Retrieved September 9, 2006 from http://www.whitehouse.gov/infocus/education/teachers/sect11.pdf#search='recruiting%20Teachers%20Requirements

The course selection section is not where it needs to be- I have no idea what a student will be taking in terms of classes and what electives if any. In all the sections (make sure there is a subheading for each bullet as well as sub-headings for additional issues the group is undertaking) have the issues been addressed I need to see in reference to what I discussed in Sunday's chat. I think the group effort is commendable- now finish what you started!! I applaud and appreciate the tremendous effort- good luck