Drifting and Isolated Teens

What can schools do for teens who are isolated or drifting through life?

I'm always reluctant to tag Kids These Days with diagnosis that comes with strong echoes of the past. But observers have been repeatedly pointing out that both data and anecdotal observation suggest that Something Is Going On, and maybe we ought to be doing something.

At The Argument, Lakshya Jain wants to point out that so-called loneliness epidemic for men is really a youth loneliness crisis that hits everybody, but hits young women harder. Jain's data set only takes us as low as the 18-29 year old age group, but I think it's safe to assume that young humans are not perfectly okay until they turn 18, and then something goes wrong.

Jain points out that young men and women are distressed and lonely, and that  the "internet generations" are way way more socially isolated than their elders. In addition to fresh surveys, Jain piles up an assortment of data.

Our poll’s findings on young people being more antisocial are also substantiated by broader societal patterns observed over the last few decades. For instance, it’s well-documented that young people party less. That isn’t a bad thing, in and of itself, but it’s reflective of a broader and more worrying social trend, where young people are spending less and less time socializing with each other. (The American Time Use Survey estimated a nearly 50% decline in face-to-face interactions among teenagers over the last two decades.)

Jain's post came just last week, but I thought of it immediately this morning when reading the latest from Robert Pondiscio, discussing the problem of what happens with students between 3:00 PM and 3:00 AM. He talks about a framework offered by Mike Goldstein, who is a charter school founder and a "pioneer in high dosage tutoring" and a guy who just generally attracts my side-eye, but who makes an on-point observation about "languishing teenagers," who are neither flourishing nor obviously in trouble. They're just kind of drifting along.

Anyone who has taught for more than a half hour knows the languishing students. As a high school teacher, I found the hardest students to reach were the ones who weren't particularly passionate about anything. Not just uninterested in school, but uninterested in anything. They weren't my students struggling with major challenges, because those students were struggling, passionate about something in their lives, even if it was surviving and escaping their big obstacles. They weren't my very best students, who were also passionate about something. They were the students with middling achievement, drifting along uninvolved and unexcited.

Getting interested in stuff tends to lead to social connections of one sort or another. After school activities. Volunteer fire department. A sport. The band or choir. A church group. A job. All of these give students social connections, plug them into a wider network of human beings that keep them from being isolated, even if they are just (as philosopher Ron Swanson put it, "workplace proximity associates."

As I said, none of this is new. It has been twenty-six years since Robert Putnam published Bowling Alone, about the collapse and revival of American community. Putnam observed that we're losing shared public spaces and fragmenting in ways that make social capital harder to come by. Hannah Arendt was talking about this stuff mid-the-last-century. As Damon Linker summarized her in part

In her view, totalitarianism is a novel form of government for which the men and women of modern Europe were prepared by "the fact that loneliness … ha[d] become an everyday experience" for so many. The all-pervasive system of the totalitarian regime promised and, for a time, provided an all-encompassing orientation, meaning, and purpose for the masses that they otherwise lacked and craved in their lives.

 A report from the Survey Center on American Life in 2021 suggested that the pandemic had accelerated an already-growing problem of friendlessness. The list of studies goes on and on.

The cause of all this unraveling? Technology has made it more and more unnecessary for us to venture into shared spaces. I use the band bus example: in 1973, high school band members coop up in a band bus together had to work together to negotiate what music everyone was going to have to listen to on the trip, but a few decades later, the students could each escape into their own personal music on their own personal device. Now we don't even have to leave the house to shop, and the general trend is not encouraging, now that we can talk our problems over with an AI companion rather than a friend.

Should schools, lord help them, be asked to fix this problem too? Can we just add one more thing to the plate? Well, no, but we can't ignore it, either. As Pondiscio observes

For educators—and for the rest of us—the challenge is not to take on yet another mandate, but to recognize a simple truth we have been slow to acknowledge: academic success and human flourishing are inseparable, and what happens after the bell rings may matter more than we have been willing to admit.

I'll point out that some of us have not been slow to acknowledge this at all, but for many years the ed reform movement's response was to accuse teachers of making excuses. But he's right-- young humans who are not flourishing do not make highly successful students, and the system can work better when we admit it.

That said, are there things that schools can do? Absolutely yes.

Offer a variety of activities-- clubs, sports, activities before and after school. And don't just offer them, but make it easy for students to participate, because an after school activity for students who have no way to get home after the meeting is over is no help. Sometimes (but not always) my old district included an activity period during the daily schedule, during which clubs could meet and all students were able to attend. This is exactly the sort of thing that gets cut when administration is worried about things that are not on the Big Standardized Test. 

Invest in programs that allow students to work together, not merely do their own thing in parallel with other students. Band. Choir. Theater. Stage Crew. Sports. Yearbook. Clubs oriented on service projects. These are not extras-- these are the avenue by which schools foster connections between students and students learn how to work with others. When you talk to people about the relationships that they kept long after graduation, these are the groups they talk about. My oldest friends in the world are people I played in high school band with.

Classroom teachers can also foster these sorts of connections by how they manage group work in their classroom. And schools can also foster school-and-community partnerships. I play in a 170-year-old community band, with members from ages 14 up to Don't Really Want To Talk About It, and for part of the year we rehearse in the high school band room. 

Still, the issue is largely a community and family one. One hesitates to suggest that families need to chase their kids out of the house by signing them up for more activities, because there is a non-zero number of families who are working their kids down to the last nub. But for every kid who is signed up for six sports and forty-seven activities, there are ten who are just kind of doing nothing except maybe staring into a screen. 

Screens. Damn. I think it's becoming pretty clear that the younger the child, the less they need to spend time looking into a screen. Our eight-year-old twins have positively antediluvian restrictions on their screen time, and zero access to devices like tablets-- except for school, where some of their work is done on chromebooks, and while I can understand some of the benefits there, I would not shed a single tear if every chromebook and school tablet collapsed tomorrow (or, alternatively, was taken over by a corporation that viewed students as young humans to be carefully and thoughtfully served rather than data-emitting resources to be monetized). Fewer screens for young humans seems like an excellent idea. Australia has outlawed social media for under-16-year-olds, and I am really interested to see how that goes. 

Screens may point to another root of the overall problem-- our technological abilities have given us the impression that we have a right to curate the bubble of our own personal experience. I'm not sure that has made our society better or happier, but I'm pretty sure it has left us less connected to the whole world around us.

As parents, we look for ways to put our children out in the world. It can be scary (and this may be another piece of the puzzle) it means putting our children under the direction of people who are not us. But they are going to spend most of their lives with people who aren't us; practice now will help. And we try to expose them to a variety of activties and potential interests, in hopes that they will find things to be passionate about. Right now that means Pokemon cards, but I'm confident they will trade up as they get older. And we drag them to things they wouldn't necessarily choose for themselves, because it turns out sometimes that it's a hit (e.g. working at food bank distribution, which was not an easy sell but which they now drag us to).

As communities, schools, and families, we can be better at this, and I am hopeful that the message is penetrating that we need to try. I say that part of education is learning to be fully human in the world, and finding passions and connections seems like a fundamental part of that. 

MS: Miraculous Voucher-Fueled Irony

Mississippi legislators are fiddling with school choice. Some of their fiddling is very limited, and some is just kind of odd, given the context of Mississippi education these days. 

In the senate, SB 2002  is a bill for public school choice, called open enrollment in some states and portability in others. It would give students the chance to pick a public school outside of their own attendance area. Education Committee Chairman Dennie DeBar said that's as far as he's willing to go. As J.T. Mitchell reports for Supertalk:

“This is as far as we’re willing to go. I’m not in favor of vouchers,” DeBar said in regard to universal school choice that includes using public funds to help parents pay for private school tuition. “This creates competition amongst our schools to make them better.”

The house, however, is willing to go quite a bit further. They've launched HB 2, the Mississippi Education Freedom Act, which would establish Magnolia Student Accounts, an education savings account style voucher.

The bill proposes most of the usual features. A few notable quirks:

* Half of the vouchers are designated for students currently in public school, half for those already in private school.

* Vouchers will be awarded in a first come, first served priority order. Families with under 100% of area median income. Next those between 100% and 200%, then 200% to 300%. Then "all other eligible students." 

* Each of those eligible groups has a different voucher amount limits. It's the total funding formula, not to exceed-- $4,000 for the under-100% crowd, $2,000 for the next group, and so on. There are also limits on the total that can go to one household.

The voucher dollars can be spent on the usual stuff-- tuition, fees, supplies, equipment, uniforms, testing. Plus a whole category for "technological devices" including television, videogame console or accessory, home theater or related audio equipment, and virtual reality products. 

House Speaker Jason White authored HB 2. He explains his support:

White is a longtime advocate for school choice, the idea of giving parents more of a say in where their children are educated without being restricted by their neighborhoods. In a statement, he pointed to Mississippi’s recent gains in education, including a No. 16 overall ranking and nation-leading improvements in reading. He said the Mississippi Education Freedom Act “builds on that success.”

I am not going to get into the Mississippi "miracle" at this point, other than to say that something certainly seems to have happened, but as always with education, it appears to have more to do with hard work, teacher efforts, school resources, and maybe some tweaking of the data, none of which is miraculous.

But whatever "that success" was, I'm not clear on how you build on it by letting parents pull their kids away from it while simultaneously taking resources away from those successful schools. "Our schools are finally improving," declares White. "So let's give families more ways to pull their kids out of them." This does not seem like a recipe for success. 

For the sake of Mississippi students, let's hope the senate shuts down HB 2. 

OH: Feeding Vouchers, Gutting Public Ed, Ignoring Voters

Ohio continues its efforts to become the Florida of the Midwest.

Ohio's taxpayer-funded voucher program is now facing the state's 10th District Court of Appeals, where the state will try to overturn a decision from six months ago that the state's massive taxpayer-funded voucher program was ruled unconstitutional, courtesy of Franklin County Common Pleas Judge Jaiza Page.

The Plaintiffs submit that the EdChoice program unconstitutionally creates a second system of uncommon, private schools in violation of Article VI Section 2 of the Ohio Constitution. Defendants argue that EdChoice is not unconstitutional because the State has always funded private schools. Though this may be true, the State may not fund private schools at the expense of public schools or in a manner that undermines its obligation to public education.

Ohio's constitution, like several others, has language that protects the use of public funds for public education.  

The General Assembly ... will secure a thorough and efficient system of common schools throughout the state; but no religious or other sect, or sects, shall ever have any exclusive right to, or control of, any part of the school funds of this state.

But Ohio Attorney General Dave Yost argues that education funding is not a zero-sum game, which is transparent baloney. The state now spends a billion-with-a-b dollars on its voucher program. That does not represent a billion dollars that the state collected by raising taxes, but that it takes from other parts of the budget. As former legislator and education commentator Stephen Dyer shows, the percent of Ohio's K-12 budget that goes to public schools has dropped to less than 80%. In many areas, the state is giving far more to the voucher school than to the public school. As reported by Laura Hancock at cleveland.com: 

In the 2023-2024 school year, students in Richmond Heights Local School District received $1,530 in state funding. Students in Cleveland Heights-University Heights City School District received $2,600. That’s far less that what EdChoice students in grades K-8 received, $6,166, and high school students got, $8,408.

Roughly 90% of the money going into the EdChoice program goes to private religious schools. The Institute for Justice, the libertarian legal shop founded with Koch seed money working this case, says that EdChoice funds scholarships, not a separate education system. The state argues that the legisltors didn't give that money to the religious schools-- the parents did. This is all also transparent baloney.

The Today in Ohio podcast raised a whacky question- if the state is going to spend a billion taxpayer dollars mostly to fund private religious schools, why shouldn't the taxpayers get to vote on it? The answer, of course, is that voucher fans know damn well that no voucher program has ever been approved by the voters in a state. Every taxpayer-funded school voucher program in the country was created by legislators avoiding democratic processes.

The lawsuit will almost certainly end up in the state supreme court, where GOP judges will have a chance to pretend that all this thinly sliced baloney is actually an honest solid argument. Stay tuned. 

IA: District Axes 100 Year Old Orchestra Program

The Boone Community School District of Boone Iowa has a robust orchestra program that has existed for a century, an extraordinary achievement in any district. And now the school board has elected to end that program.

Boone is located north of Des Moines about a 45 minute drive. According to the 2020 census, there are a little over 12,000 people there, a median income of around $62K. The Lincoln Highway used to run through town until new four lanes bypassed the town in the 1960s. They got their start from coal mining in the post-Civil War days. 

Iowa is a state with a rich musical heritage. It's no coincidence that Music Man's Professor Harold Hill ends up trying to start a boys band in River City, Iowa; Meredith Wilson, creator of The Music Man was born in Mason City, Iowa in 1902 and came of age when town bands were becoming all the rage. Iowa became famous in music circles for passing the Iowa Band Law, a state law that allowed cities to levy a tax to help fund a town band. 

That law was passed in 1921, a few years before Boone launched its orchestra program. 

The program is remarkably robust for a smallish town district. There have been multiple ensembles at the high school, and a middle school orchestra, which is... brave. My rough estimate is that at maybe 20% of the middle and high school population takes part. I found some clips of the orchestra on Youtube (attached below) and the group plays a heartening assortment, from Verdi through Lady Gaga. It's a perfect assortment for a school music program--they get both the education of learning about the classics as well as the joy of making music that they know. 

Here's a picture from their Facebook page at their November concert. That's not a small group.

And they sound good. Video clips can't capture the rich, luxurious sound of live strings (if you have never heard strings live, you just don't know, and I say that as a member of the brass instrument club, a group not known for our love of string players). But video clips can capture the painful noise of a bunch of string players scratching away in an out of tune clump-- and that sound is not in evidence here. 

As someone at last week's board meeting noted, Boone has been justly proud of having one of the last remaining orchestra programs in the state. Double points for a program that is actually good.

But as a handout at the meeting noted, orchestra is not required by the state, and the district was looking to make some budget cuts. 

Several hundred folks showed up to talk about the proposed cuts, and Ames Tribune reporter Celia Brocker didn't hear much in the extended comment period that favored cutting orchestra:

“The Boone school administration has supported the orchestra program through the Great Depression in the 1930s, the 2008 Great Recession and most recently the pandemic,” [Boone alumna Cara] Stone said. “I know the landscape has changed a lot, but don’t make cuts to the orchestra or choir program. These are programs that make students want to come to school.”

The board was looking to cut enough to cover $665,000. One member noted that cutting coaches would require cuts of 8 to 10 sports positions to get the cost of a full-time orchestra teacher (as with many districts, Boone pays its coaches a small stipend rather than a full salary). 

Why is the district scrambling for that much money? The district points to a couple of factors. One is Iowa's anemic state support for school districts. Boone's business director Paula Newbold points out that districts used to get a 4% raise in state funding every year, but for the past decade the annual increase is more like 2%. Unless Iowa lives in some special zone of the nation, that means state support, a major source of revenue for Iowa districts, has been steadily losing ground to inflation. 

Boone also has some declining enrollment numbers, though the cited decline of 630 students over the last 25 years is not exactly falling-off-a-cliff dramatic. Iowa has universal taxpayer-funded school vouchers, which are no help for either enrollment or funding; ironically, that has meant an influx of money for private schools, including those who have raised tuition to take advantage of the new taxpayer subsidy. 

Iowa Senator Jesse Green, who is from Boone, says on Facebook that Boone's troubles are totally not the legislatures fault and Boone's "poor budgeting and spending habits." He points to a graph that shows Boone raising property taxes while conveniently ignoring that rate of state subsidy support (pro tip: when your state support isn't keeping up with inflation, your alternative is to raise property taxes). 

Boone will, at least for now, keep other pieces of its instrumental music and arts programs, but it's losing health, PE, and some other positions. And it's losing a program that made it something special among other Iowan and American schools. I'm not going to make the old argument that music programs raise test scores, because I think music is more important than that (get the whole argument here) and is a critical piece of learning about humaning. Boone schools are going to be less than they were with the loss of this program.

We are going to have lots of these conversations in the years ahead. The young human population is dipping. Education privatization programs will spread already-inadequate funding over multiple school systems, like trying to cover six beds with one threadbare blanket. Districts are going to lose programs, staff, buildings, and I'm not sure we're really prepared for the difficult discussions about real causes and true solutions. The last time we had a chance to really talk about what education is for and what priorities would be was the days of Covid onslaught, and as a nation we pretty much punted that one, so I'm not optimistic about what comes next.

But in the meantime, Boone schools, city, and students are losing something that is distinctive, unique and special, which means we all are. Here's hoping things get better there soon.

NC: Charter Accountability Fails Again

The deal with charters, we are frequently told, is a trade of autonomy for accountability. Let charters do things their own way, charter fans say. If they can't produce, then shut them down. Hold them accountable.

Except somehow the accountability parts keeps not happening, as in North Carolina, where a couple of failing cyber charters have been renewed despite their continued failure to produce results.

North Carolina Cyber Academy and North Carolina Virtual Academy opened in 2015, the state's first two cyber charters. That was just a year before the charter school industry itself issued a blistering report about the many ways in which cyber charters fail students and families. That's the same year that charter-friendly CREDO issued a report indicating that students in cyber charters might as well just take a year-long nap. And of course it is five years before the nation launched the biggest experiment ever in distance learning and found that pretty much nobody was a fan.

NCVA appears to be actually operated by Stride (formerly K-12), a cyber charter business that has a list several miles long of misadventures and misbehaviors, much as one would expect from a business that is centered on making money and not all that interested in educating young humans. 

The two schools have underperformed, scoring straight D's on the state's evaluation system (NCVA did better than a D in 2023, the only time either school did so). North Carolina's Charter Schools Review Board mostly didn't seem to care as they renewed the two schools for another five years. As reported by T. Keung Hui for the Herald-Sun

“We’re renewing two schools for five years that have been continually low performing for all 10 years and have not met growth, except one school for one year, and yet the enrollment is almost 2,500 in one and 4,000,” said Rita Haire, a Review Board member. “Do they not understand the quality of education that’s being delivered?”

Much like cyber charters in Pennsylvania, the two North Carolina cybers are sitting on a huge pile of taxpayer dollars--  $16 million at Virtual Academy and $9.7 million at Cyber Academy. Maybe, some board members observed, that money could be spent on making the educational program results suck less (I'm paraphrasing). 

Bruce Friend is chair of the review board, runs a virtual academy of his own, and thinks cyber charters are just awesome. He says that the schools draw students who "transition" in and out through the year, which is why many states use them as alternative schools. I'm not sure which states he's talking about, but at any rate, when he was cheerleading for North Carolina to get on the cyber charter train, his pitch was that flexibility and personalized education and building confidence. Nothing about a holding pen for students "transitioning" in and out. That's a version of a standard cyber charter argument, which is that cybers get a disproportionate share of students who are already in academic trouble and come to cybers already behind the curve. I expect there is some truth to that, but if that is the cyber charter customer base, and they know it's their customer base, why have they not gotten any better at educating those students? 

The Herald-Sun asked both cybers to offer a response. NCVA hasn't so far (which is on brand for Stride), but NCCA chief Martez Hill said that it's great to be renewed. His only offer to push back on the perception that they aren't doing a great job is to note that NCCA has graduated more than 1,000 students in the last five years. This is no great achievement, since NCCA can graduate anyone they want to graduate. 

The board apparently doesn't have a lot of flexibility. One member complained that they would pick apart the pieces of a bricks and mortar charter to hold them accountable, but can't do that with the cybers. They also have no flexibility to, say, renew for only two or three years, but either had to okay a five year renewal or none at all.

None at all seems like the correct choice here, but that's not how seven of the ten-member board saw it, so North Carolina taxpayers get another five years of not-particularly-effective cyber chartering with no real accountability and no reason to think these charters will do any better in the next five years than they have in the previous ten. But at least they'll have autonomy. 

ICYMI: Noncompliance Edition (1/11)

It's like you're living in a house and someone sets fire to the front porch while they're also burgling your kitchen and stealing the shingles off the roof, all while telling you that for your own sake, you'd better follow orders and stay seated on the sofa. And maybe you feel like you can't possibly respond to all of it, but that doesn't mean you shouldn't try to deal with whatever piece of it you're positioned to look after, because every piece of the house matters. That's what it's like, I think. So here are readings from the week. 

The Schools Are Failing (Again)

Does this all seem familiar? Jennifer Berkshire assures that it should be, as denigrating schools is one of America's oldest pastime.

This isn’t school ‘choice.’ It’s public money siphoned off for private education.

Kevin Bolling points out that vouchers are a bit of a scam, including the kind of "choice" being peddled in Colorado.

Celebrating Traditional K-12 Public Education

Greg Wyman on resolving to make this year the year you support and celebrate public schools.

Minneapolis schools cancel classes after Border Patrol clash disrupts dismissal at Roosevelt

Yeah, ICE figured maybe they could go find some other people to beat up and threaten-- at a school.

Irreversible Robust Tempo of Charter School Failures and Closures

Shawgi Tell looks at the latest report on charter schools from NPE.

Where Do Kids Get Their Information?

Nancy Flanagan looks at the online sources of information, and it's not all great.

Complex Issues Rumble Beneath Plan to Close Cleveland Schools

Cleveland is going to close a bunch of schools, reflecting a complicated mess of issues that we'll be seeing all across the country. Jan Resseger has the story.

Legislative proposal would create a new mayor-appointed board over Indianapolis schools and charter schools

Yet another urban system may get to experience a new experiment in governance. Amelia Pak-Harvey and Aleksandra Appleton report for Chalkbeat Indiana.

School Sports Case Reaches the Supreme Court at a Fraught Time for Trans Rights

Looks like SCOTUS may get to address the whole business of schools forbidding trans girls to play in girls sports. 

AI Changes NOTHING About What Students Need to Learn

AI threatens to supercharge the whole "Kids don't need to learn stuff because they can just google it" argument. It's a dumb argument. Rick Hess offers a spirited takedown of the AI-before-content and skills of the future arguments.

More than 160 Texas faith leaders urge school boards to oppose setting aside time for prayer, Bible readings

When you combine religion and politics, you get politics. A whole lot of Texas faith leaders get that and keep trying to explain it to legislators.

We Need to Talk About How We Talk About 'AI'

Emily Bender and Nanna Inie offer an excellent explanation of why we really need to stop talking about AI as if it were sentient and even human.

Grok Can't Apologize. Grok Isn't Sentient. So Why Do Headlines Keep Saying It Did?

With that in mind, Parker Molloy addresses one of the major journalistic fails in covering AI stories. Grok can no more "apologize" than can Microsoft Word.

The nation’s strictest privacy law just took effect, to data brokers’ chagrin

California is set to rein in the data brokers, who are super-sad about it. Absolutely an education story when you consider that schools are considered a data-collection gold mine. Dan Goodin at Ars Technica.

The role of AI in the death of my father

Ben Riley shares a sad, strange, and very personal story about AI and his father.

2025: Because We Had To Do Something About It

And speaking of personal stories, this is a moving piece from Jose Luis Vilson. How do we make community even as we feel moved to strike back against those who damage our sense of safety.

This week at Forbes.com I looked at the Education Law Center report on fair funding. Cool thing. You can look up how well your state is doing be three different measures.

Laura Lootens this week, with a piece by Mario Casteinuovo-Tedesco, considered one of the foremost guitar composers of the 20th century. He immigrated to the US to escape racial repression under the Italian fascists, and became a citizen in 1946. He taught a large number of major writers, including Andre Previn, Jerry Goldsmith, and John Williams. He did film scores and composed operas based on American poetry, Jewish liturgy, and the Bible. A tremendous artist and musician. 

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WI: Charter School Bonus Pay

Some folks in Wisconsin have figured out a way to give charter schools extra extra funding. Assembly Bill 818 creates a whole new kind of charter school (a wealthy kind).

Currently (as explained in the bill analysis), the Office of Educational Opportunity in the University of Wisconsin System can authorize charter schools. The law sets a per-student amount that the charter school is paid; for 2025-26, that amount is $12,369. That's the amount for a regular old charter school, what Wisconsin calls an "independent charter school."

The bill proposes that the director of OED could designate a charter school a "demonstration public school operator," and that any such school would be paid an additional $6,863 per pupil-- over 50% more than an ordinary charter school. (Both amounts would be adjusted annually).

The bill explains what a charter would have to do to score this extra-renumerative designation:

[T]o be designated as an demonstration public school operator, an independent charter school operator must demonstrate to the OEO director that it meets specific criteria, including that for each of its charter schools authorized by the OEO, the operator participates in a longitudinal study; provides professional development opportunities; disseminates best practices from its educational model to other schools; and establishes and maintains partnerships with community organizations.

In short, the charter school must do all the things that charter boosters always said they were going to do. Study and share what works? We were told repeatedly that charter schools would be pedagogical laboratories, where cool new educational miracles would be nurtured and then turned loose. Professional development? You mean there are charter schools that don't tell their staff anything at all about how to do the job? Maintain partnerships with community organizations?  Weren't charters going to lift up poor communities? 

Heck, the Education Freedom Foundation (Erika Donalds' new name for her Optima Foundation charter business) says of Wisconsin charter schools that charters "can exist as living laboratories" and furthermore, "Wisconsin also wants each charter school to meet the unique needs and interests of its community, parents, and students."

It certainly looks as if every single charter school could qualify for this tasty new windfall with just a little tweaking of paperwork. For an extra 50% funding boost, I'll bet most charter school operators would be willing to put on funny hats and call themselves a clown school, and this seems much easier than that.

But hey-- that longitudinal study is a great idea, because I'd bet you that one likely result is the discovery that boosting a school's funding to 150% of its previous level is a big help. I will go out on a limb and predict that "increased funding helps" will not be one of the "best practices" that demonstration charters share with public schools. 

So far this is just a proposed bill. For the sake of Wisconsin taxpayers and children, let's hope it goes no further.