NACSA | For Members | Member Spotlight
Georgia Department of Education
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January 2009
Interview by David T. Kindler
Name: Georgia Department of Education
Location: Atlanta, GA
Type of Authorizer: State Department of Education
Number of Charter Schools Currently Authorized: 88 (excluding charter system schools; 6 as sole authorizer)
Number of Charter School Campuses: 89
Website: http://public.doe.k12.ga.us/pea_charter.aspx
Georgia Department of Education Profile:
What comes to mind when one thinks about the state of Georgia? Southern hospitality, peaches and pecans, and a famous song by Ray Charles, to name a few. And as a result of several key changes to the state policy, charter schools could be added to that list.
Charter school development has been at the center of the Georgia’s school reform and turnaround efforts. Over the last three years, several key changes to state charter school policy have helped quadruple the number of charter schools in Georgia. In spring 2007, the groundbreaking Charter Systems Act was enacted, which allows districts to apply to become charter school districts. All schools in that particular district can become charter schools, bringing the benefits of chartering to entire school systems while holding districts accountable for meeting aggressive student achievement goals. In addition, the Georgia Charter Schools Commission was established in 2008. The Commission is a state-level authorizer that is empowered to grant (or renew) charters independent of local school board action. In recognition of these accomplishments, the State of Georgia was the inaugural recipient of the NACSA Award for Excellence in Improving Policy. The award was announced on October 28, 2008 at the NACSA Annual Conference in Indianapolis.
The Georgia Department of Education (“GA DOE”), a NACSA member, has been instrumental in advancing policy to support quality charter school growth in the state. This Member Spotlight features the GA DOE’s Andrew Broy, Associate State Superintendent for Policy, External Affairs, and Charter Schools. Andrew is a Teach for America alum and a driving force within the GA DOE and the state for quality charter schools.
What is your vision for charter schools?
Our vision is to make quality charter schools an option across the entire geographic span of the state of Georgia. The state has seen a tremendous amount of charter activity over the past several years, going from 34 schools as recently as 2004 to 113 today. As we expand and make charter options available outside the larger metropolitan areas, we want to make sure that quality is maintained and the schools serve their students well. There has been a long-standing desire to improve the overall quality of Georgia public schools and charter schools are a direct link to that effort, while also bringing innovation and attracting entrepreneurs to the state. We want to increase options using this opportunity, but want them to be accountable and fully available to all students.
We also try to ensure that local district authorizers and charter schools see us as a resource. We are firmly supportive of charter schools, but also recognize that districts oftentimes need support to carry out their authorizer duties and that is support we provide.
How did you get involved in authorizing?
The Georgia Department of Education got more deeply involved in charters after the passage of legislation establishing the Georgia Charter Schools Commission, a state-level independent authorizer. Previously, an applicant was required to apply to a local board first. If the local board denied an applicant, the proposed school could still ask for state approval, but would not receive full funding if approved. Because of this funding limitation, local approval was the only viable option for that vast majority of charter applicants. Now the Commission can approve a charter application and provide full funding. Despite the existence of the new Commission, however, we still encourage applicants to pursue a working relationship with local boards, since local districts have many other resources that benefit long-term success.
How do you describe a “quality authorizer”?
Quality authorizing takes place in two distinct areas, application review/recommendation and ongoing accountability. We spend a considerable amount of time working to vet applicants and their qualifications to operate and sustain a strong charter school. But to be a great authorizer, one must spend an equal amount of time holding schools accountable after the initial grant of the charter. This cannot happen in a vacuum, however. Authorizers have to let charter schools know that they plan to monitor progress to make sure that the charter schools are meeting their charter obligations.
There is a fine line between good governance, which includes supporting and monitoring schools, versus micro-managing. We have always felt that authorizers should play an active role in making sure their schools meet the goals of the charter, but that this activity should be consistent with the flexibility granted in the charter.
In different parts of Georgia, the role of a local authorizer has different components. In the more rural parts of the state, local districts are generally not as familiar with charters and have many more questions. The role of the authorizer in that context is considerably different and includes a fair amount of technical assistance. With rural districts we typically have to do a lot more work in terms of familiarizing them with the options and tools available.
What are the major challenges your office faces annually; how do you address them?
We have several major challenges. First, we have to make sure that our practices are aligned with the policies of the state. In the past three years, we have had five separate amendments to the Charter Schools Act, and every time an amendment occurs we are required to alter our state rules and regulations. A second challenge – one we have been working on for some time – is attracting high-quality charter operators across the state. Funding tends to be higher in the Atlanta metropolitan region and many of our charter applicants propose to locate there. But the needs of our students outside the metropolitan region are often just as great, and we want to make sure quality public school options are available statewide. Finally, communicating with schools and authorizers to provide timely, responsive information is important as a state department. We serve as a clearing house for all charter related questions in the state, both for schools and for districts. This is not glamorous work, but it is essential.
What inspires you?
School visits keep us inspired, especially when we see schools succeeding while serving high-need areas. Over the past two years, I have personally visited every charter school in the state at least once. Occasionally we will have a “charter express” visit a range of schools over the course of a week or more, along with State Board members and legislators. It is critically important to hear from schools on the ground and listen to their concerns.
During these trips, we realize quickly that the charter sector is not a monolith. There are all kinds of divergent schools, both in terms of curricular focus and in terms of community served. For instance, start-up charter schools are completely different from our conversion schools. If authorizers do not take the opportunity to see schools in action, the next round of authorization might not be as well informed as it could be. There are times when we also conduct unannounced visits; I realize that individual schools have mixed reactions to these, but we have learned a tremendous amount about authorizing during these visits.
What is the most pressing issue that authorizers must tackle in the next 5 years if we are to grow a high quality charter sector?
Authorizers have to address capacity. There is a mounting desire to grow the sector, but not always a commitment of public dollars to do it properly. We need to commit to capacity to make chartering sustainable and create a solid funding stream, including funding authorizers. Quite a few authorizers are funded based on a portion of operating revenues from the schools they authorize; I have always been concerned about the potential conflicts inherent in a regime where authorizers are solely dependent on fees from schools that they authorize.
The whole question of renewal is also critical, and something that is very difficult to do well. The elegant charter bargain is increased flexibility in exchange for increased accountability for student achievement results. When a charter school has not met that bargain, it is important that authorizers have a variety of remedies in place, including probationary periods, nonrenewal, and termination. It is a difficult discussion to have, especially if you work with an elected or appointed board, but we as a sector need to develop the skills to conduct nuanced review and make proper renewal decisions.
How do you determine if your authorizing office is successful?
We measure our success quantitatively – how many of our schools are meeting their academic goals. This requires a degree of balance. One must make sure that academic goals are rigorous but realistic. Once set, those goals should be the principal measure of success.
For more information on charter schools in Georgia, contact:
Andrew W. Broy
Associate State Superintendent, Policy, External Affairs, and Charter Schools
2053 Twin Towers East
205 Jesse Hill Jr. Drive SE
Atlanta, GA 30334
(404) 657-0515
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