Charter School Review and Quality Standards
Charter School Review: T.C.A. 49-13-102 outlines the purpose of the law, focusing on improving student learning, providing parental options, encouraging innovative teaching methods, measuring performance, creating professional opportunities, and involving parents in education. Quality Authorizing Standards emphasize granting charters to competent applicants, rigorous evaluations, and engaging expert evaluators. The applicant, American Classical Education, seeks authorization in five Tennessee counties - Madison, Maury, Montgomery, Robertson, and Rutherford.
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Charter School Review April 2023
Charter School Review: T.C.A. 49-13-102 The purpose of the law (1) Improve learning for all students and close the achievement gap between high and low students; (2) Provide options for parents to meet educational needs of students; (3) Encourage the use of different and innovative teaching methods, and provide greater decision making authority to schools and teachers in exchange for greater responsibility for student performance; (4) Measure performance of pupils and faculty, and ensure that children have the opportunity to reach proficiency on state academic assessments; (5) Create new professional opportunities for teachers; and (6) Afford parents substantial meaningful opportunities to participate in the education of their children.
Charter School Review Quality Authorizing Standards A quality authorizer: Grants charters only to applicants that have demonstrated competence and capacity to succeed in all aspects of their particular school model Rigorously evaluates each application Engages highly competent teams of internal and external evaluators with relevant educational, organizational (governance and management) financial, and legal expertise, as well as thorough understanding of the essential principles of charter school autonomy and accountability
Charter School Review: Quality Authorizing Standards A quality authorizer: Considers diverse educational philosophies and approaches Requires applicants to demonstrate capacity to serve students with diverse needs Implements a charter application process that is open, well-publicized, and transparent, and is organized around clear, realistic timelines. Requires all applicants to present a clear and compelling mission; a quality educational program; a demonstration of community support; a solvent and sustainable budget and contingency financial plans; a clear demonstration of effectiveness of the model for the target student population; effective governance and management structures and systems; founding team members demonstrating diverse and necessary capabilities in all phases of the school s development, and; clear evidence of the applicant s capacity
Brief Description of the Applicant: The sponsor, American Classical Education, is currently seeking authorization in five counties in Tennessee- Madison, Maury, Montgomery, Robertson, and Rutherford. The proposed school in this application, American Classical Academy Maury, is seeking authorization as a new-start school and would serve Maury County students in kindergarten through 12th grade when fully established in year eight of operation. The applicant is not planning to partner with a charter management organization (CMO) but will seek services from Barney Charter Schools Initiative. ACAM s classical model is grounded in the Hillsdale College K- 12 curriculum, and ACAM plans to collaborate with BCSI in its design and execution of the educational program and professional development for educators. The school s educational program is characterized by a strong emphasis on language, content-rich treatment of the core disciplines, and integration across the disciplines. Moral character and civic virtue are also priorities within the education model.
Summary of Application School Name: American Classical Academy Maury (ACAM) Sponsor: American Classical Education (ACE) Proposed Location of School: Location has not been determined. Mission: The mission of American Classical Academy Maury ( ACAM ) is to train the minds and develop character in students through a content-rich classical education in the liberal arts and sciences utilizing instruction in the principles of moral practices and civic virtue. Number of Schools Currently in Operation by Sponsor: The sponsor has no schools operating or authorized in Tennessee. However, Barney Classical School Initiative ( BCSI ), an outreach program of Hillsdale College, is referenced throughout the application and currently supports over 20 member schools through curriculum, governance, and organizational structure.
Charter School Review Application Process April 25 Board of Education Special Called Meeting to vote If the vote is to APPROVE, the authorization process will begin for ACAM to open in the 2024-2025 school year. If the vote is to DENY, the applicant has the opportunity to submit an amended application based on the feedback from the review committee and the Board within 30 days for another review. The review committee would have 60 days to review the amended application. The amended application review, if initiated, will take place in June and July.
Charter School Review Application Review Process 90 days to review, make a recommendation, and ultimately vote on application Individual reviews with group consensus Tennessee Department of Education Rubric Meets or Exceeds the Standard All summary ratings must be here Partially Meets the Standard Does Not Meet the Standard
Section 1: Academic Plan Design & Capacity Strengths noted by committee: There is a focus on a small school community environment. Their mission is aligned the central purposes for forming a charter school as outlined in state law and the application establishes a clear mission and vision for the school itself. True desire for diversity, equity, and inclusion are evident throughout the application. Applicant embodies a strong sense of community and application shows community presence and outreach. Professional Development Network of ACE is viable and strong. Application clearly articulates high expectation for students and school culture grounded in the tenants of SEL.
Section 1: Academic Plan Design & Capacity Deficiencies noted by the committee: Lack of alignment between their curricular materials and state standards with no crosswalk completed at this time. Several significant concerns related in policies and procedures to implement Tennessee s RTI2 framework, special education services, and support for English learners. No clear data driven process for measuring and monitoring progress. Applicant states procedures and policies that do not align with compliance of IDEA, TCA, SBERR for students with disabilities. Applicant does not provide evidence of instructional practices that would close the achievement gap. Rubric requires applicant to have academic plan that is rigorous and researched based. Applicant has no data as evidence.
Section 1: Academic Plan Design & Capacity Deficiencies noted by the committee: Applicant does not detail how student remediation is accomplished at ACAM Applicant does not recognize that the classical model is not new to Maury County and this may cause struggle with reaching enrollment projections. Applicant specifies a grading scale that does not align w/ SBERR and TCA: TN Uniform Grading System. (0520-01-03-.02) Applicant states that the KEI will be administered to rising Kindergarteners. This is not currently used in TN.
Section 2: Operations Plan & Capacity Strengths noted by the committee: Professional Development and scheduling clearly supports stated vision and mission Insurance Assurances were provided and in alignment. Applicant provides a strong vision for a network and staffing projections each year are aligned with school s plan for success Organizational chart aligned clearly with mission and vision
Section 2: Operations Plan & Capacity Deficiencies noted by the committee: No evidence that there will be sufficient transparency and local influence with a statewide Board to the degree that parents can have their concerns heard The architectural rendering provided in their application is problematic. We estimate that it will be much more expensive than what they alloted in their budget. There is also no logo or other identifying information for an architect on the rendering provided. Building size in application compared to projected enrollment is problematic and not compatible for school operations.
Section 2: Operations Plan & Capacity Deficiencies noted by the committee Plans for evaluation of the school leaders is non-specific in application. Transportation plan provides little information, capacity interview provided little insight. Applicant provided no details or information regarding MOUs for service provision of: nursing services, transportation, food service, mental health, homeless, janitorial services. The applicant does not have a detailed plan regarding hiring or supporting, developing and annually evaluating school leadership or teaching staff or for addressing unsatisfactory leadership/ teacher performance. Requested waivers do not have compelling and thoughtful rationale on how they will increase student achievement.
Section 2.11 Requested Waivers TCA 49-3-306 - Licensed Personnel Salaries TCA 8-23-206 - Longevity Pay TCA 49-5-5002-5010,49-5-5206-5209,49-5-5301,49-5-5301, 49-5-5304-5306, 49-5-5401, 49-5-5405, 49-5-5406, 49-5-5501, 49-5-5504-5506; Career Ladder TCA 49-5-5205; General Requirements for Evaluation TCA 49-5-408-409; Evaluation Contracts and Termination of Contracts TCA 49-5-501-513; Tenure SBE 0520-01-02-.03; Employment Standards TCA 49-5-101(a); Licensed Principals
Section 2.11 Requested Waivers (cont.) SBE Rule 0520-01-02-.04; Leave for Teachers SBE 01-03-.07; Library Information Center Personnel TCA 49-3-316; Local Fiscal Accounting TCA 49-6-4012(b); Formulation and Administration of Behavior and Discipline Codes TCA 49-6-2206; Use of unapproved textbooks TCA 49-3-311; Capital Outlay SBE Rule 0520-01-03-.5; Health, Physical, and Wellness Education Curriculum TCA 49-6-303; School Counseling
Section 3: Financial Plan & Capacity Strengths noted by the committee: Financial plan is consistent with mission and vision of applicant.
Section 3: Financial Plan & Capacity Deficiencies noted by the committee: The applicant does not provide estimates for critical expenditures for: Substitute costs, Furniture in Year 0, Custodial costs, Instructional Materials Year 0 There remain questions about the reasonableness of budget assumptions for items such as special education, ELL support, and transportation. Applicant appears to overestimate their revenue, especially from the state level: Their revenue assumes full enrollment at the demographic estimates they have provided, and we are skeptical they can achieve those estimates given some of their other operations plans (facilities location and transportation). We are concerned about their financial viability and plans, given their desire to waive TN Fiscal Accounting Standards in section 2.11. After review of application and interview, the reviewer cannot ascertain budget assumptions because applicant did not provide MOUs/ service provider information.
Summary: Sections: Ratings: Academic Plan Design and Capacity Partially Met Operational Plan and Capacity Partially Met Financial Plan and Capacity Partially Met The review committee recommends denial of the initial application for American Classical Academy Maury because the application failed to meet or exceed criteria of the rubric in the areas of academic plan, operations plan, and financial plan.
