We haven’t different levels of engagement with school districts. Our schools that operate “in partnership” with school districts have union representation at about the same proportion as the district itself. Our “whole school” management schools have little if any.

(Taking off my professional hat…) The teachers unions are one of the greatest impediments to school reform. My sister-in-law works as a non-union teacher in Florida, and she rails against the influence that the unions exert. The unions often make my sis’s job more taxing by protecting ineffective teachers. Not all Union teachers are bad, but the bad ones certainly benefit from the protection.

(Putting professional hat back on). Our company prides itself on working in partnership with districts, unions, community-based organizations and all others who have students’ best interests in mind.

What is the level of union representation in your charter schools? Jimmy, it’s quite different to what is happening here. The right want to put yet another stake in the heart of unions here, and private companies running our schools will do exactly that.

Charter Schools are so supported by the right because it’s a means to privatize the public school system.

Who would have thought that Belgium was right wing because their public school system is entirely comprised of what would be known as charter schools here.

The charter industry has been a shot in the arm to many of the most stagnate school systems. Often school districts (Philadelphia, for instance) report their own positive gains are equivalent to the averages of the charter schools. In these cases, we’re seeing “all boats rising” as the tide of competition motivates school districts and charter schools alike to keep up with one another. As a result of the increased competition, whole school districts have been overhauled and stream-lined, often employing managers from the business world to increase accountability and results. Some charter schools do under perform (for a host of reasons and our company has certainly had a few). In these cases, if achievement targets are not met, the charters are lost. Every district and every community has their own set of challenges – some have poor infrastructure, some have cultural and socio-economic challenges, some suffer from a lack of local teaching and leadership talent. Each community needs a customized solution – and the accountability that comes with the increased competition is allowing for a higher turn-over of ideas to take place. In the short term, not all school designs will work, but in the long term, the increased attention and competition for resources is giving once ignored school children options that they didn’t previously have. The parents and (often the students) chose where they attend. Therefore, my company can be successful only when we produce a quality school with good achievement and a positive school culture that is attractive to parents and students. The power of choice is great for kids and their families.

However, in addition to trying so hard to get schools to compete, we should also consider letting students compete more, and sooner. We should reward merit more often, set the bar higher in general, and sometimes we might even have to leave behind weak students. There is a conundrum inherent in competing educational ideals relating to achievement and egalitarianism. And finite resources place this conundrum in high relief.