PA cyber charter schools rebut commentary on reining in costs

In response to the February 1 article, “As costs skyrocket, Pa. must rein in cyber charter schools,” I could offer an extensive list of assertions made that provide unfair, inaccurate or untrue portrayals of Pennsylvania’s cyber charter schools.

Much of what’s presented as truth in the Children First report that the article referenced takes on a new light when placed in proper context, and with a complete set of facts. What’s also lacking is the human factor — stories of students whose lives are influenced by the cyber school difference, and in many cases lifted out of an educational abyss created by school districts neglecting their needs. That these stories and truths about PA’s cyber charter schools exist are critical in this debate, and in achieving an educational system in which every parent has the right to choose the option that will deliver the best educational experience and outcome for their child.

Referring to the recent report by Children First, the article asserts that the cost of education is 20-30% lower in a virtual environment as opposed to an in-person environment. PA’s cyber charter schools provide a high-quality education focused on meeting students with unique needs where they are and empowering them with the right tools to thrive. And, yes, we do it for less cost per student than brick-and-mortar schools. This is something in which we take great pride. It’s not that we need fewer dollars, it’s that we have fewer and make it work, successfully. PA cyber charter schools have innovated, perfected and continually raise the bar on a process for achieving educational success in a virtual learning environment with less financial support than traditional systems.

The idea that PA cyber charter schools are creating an “ever-increasing burden” for local taxpayers while experiencing a “windfall” is unfounded. If a student chooses a cyber charter, the district no longer absorbs the cost to educate them plus they get to keep 25-30% of the money that follows that student. Similarly, cybers aren’t taking resources away from traditional schools, as is asserted. The resources that schools fund are based on student population on the whole, and are not adjusted for small variations. At our peak of enrollment, PA cyber charter schools comprised only 3.9% of the statewide student population and today only about 2.5%. The significant drain on district budgets that potentially limit educational resources comes from necessities like retirement pensions.

In terms of quality of education, I take to task the allegation that PA cyber charter schools are not held accountable for our outcomes. PA cybers do have significant oversight. We are subject to regular reviews by the state auditor, Federal IDEA auditors, the Governor’s audit division, the Bureau of Audits, Attorney General’s office, Department of Education and numerous other outside agencies hired by the D.O.E. specifically for cyber auditing. As for the fact that PA cyber schools score below the state average on standardized tests and the graduation rate is 60%, we don’t deny these statistics. But here is where proper context must come into play. A large percentage of students come to cyber charters because they couldn’t survive, let alone thrive, in a traditional school. Bullying, lack of specialed programming, absence of advanced lesson plans — there are numerous reasons a student’s brick-and-mortar experience can fail them. Many come to us behind grade level, then undergo a period of cyber school education focused on “catching them up” to the appropriate learning level. This critical period is not factored into performance measurements and graduation rates. In fact, graduating anything other than on the 4-year high school track is considered failure.

When the pandemic forced brick-and-mortar schools into a distance-learning format with no warning and little-to-no experience, the Public Cyber Charter School Association (PCCSA), along with all cyber charter schools, shared our expertise, resources, and insights. While we’d hoped more schools would have taken this opportunity, we are glad for the several districts that accepted our support. This was the start of the type of collaboration and mutual respect that will, in time, create an integrated PA public school system that provides all families the ability to choose the best option and be assured that no matter what they chose it will result in educational excellence for their child.