By Sara Gelser
Commentary | Posted: Saturday, July 4, 2009 12:00 am
Much has been written recently about the passage of SB 767D, which relates to online public charter schools such as the Oregon Connections Academy (ORCA).
A recent D-H editorial suggested that legislative Democrats are intent on shutting down or severely restricting such schools. As the chair of the House Education Committee and a member of the Democratic caucus, I disagree with that assertion.
Our caucus includes an online learning instructor, a non-public school teacher, former school administrators, charter school advocates, and at least one member raised in a homeschooling family. We have a variety of experiences, perspectives and opinions regarding education, but are unified by our commitment to high quality, relevant learning options for all kids. That is why we worked so hard in the House to be sure that SB 767D did not displace students or close schools.
All students learn differently. If the goal of public education is to prepare students for a successful future, then we must develop and support high quality learning options for all of our students. Some options can be developed within traditional bricks and mortar schools or charter schools. For other students, an online learning experience may be the best fit for their needs either temporarily or for the longer term.
We need high quality online learning options available to kids all across the state. We also have to know how to finance and govern these schools. The growth of online schools happened quickly, and as a result the technology outpaced our governance models. As a result, most online schools are operating under laws designed for bricks and mortar charter schools. Virtual schools present unique challenges and opportunities that are not adequately addressed in our current laws. For example, how should relationships with for-profit online vendors be managed to ensure taxpayers get the best deal? How do we determine which students enroll in which online schools? Should statewide charters be established with individual districts, or do we need a statewide charter board? Who is responsible for special education services, and how are those services reimbursed?
In its final form, SB 767 gives the Legislature a limited time to study governance and finance issues related to online learning. It creates a fair and balanced task force to wrestle with these issues, and it requires the task force to come back to the full assembly with recommendations at the end of this year.
In the meantime, the bill presses the "pause" button on the growth of online charters that are currently operating outside the scope of the 50 percent law by holding their enrollment at current levels for two school years.
All students who are currently enrolled in the schools can stay. All siblings of current students are guaranteed enrollment, regardless of whether that would cause a school to exceed its enrollment cap. The schools can admit students off their waiting list as current students leave in order to maintain current enrollment.
For schools currently operating within the scope of the law, there are no restrictions. New online virtual charter schools can open, and schools currently meeting the current statutory requirements can increase their enrollment in accordance with the law.
Advocates for online charter schools can be assured that SB 767-D closes no schools, and that no families enrolled in ORCA or any other virtual online charter will be displaced because of this bill.
I look forward to the work of the task force, and hope that all parties will come to the table focused on the future and on the needs of Oregon students.
There is a critical role for online public schools to play for Oregon kids. Now is the time to work together to envision and secure that future.
State Rep. Sara Gelser represents House District 16 (Philomath, Corvallis).