Is the Ron Clark Academy a scalable model of school excellence?

The Ron Clark Academy looks like a wonderful school. But is it realistic to expect a significant number of our teachers to teach like this?

Comments

[Jeremy Aldrich]

1.

I saw this on CNN too and went looking for info on their site and elsewhere...not to diminish from what they're doing, but here are some advantages they have that would be impossible to give to all public schools:

1. Students must apply and "fit" the school, not vice versa.
2. Big money from donors allows two international field trips plus many domestic field trips in every grade (covered by the sliding scale tuition and sponsorships). No students are allowed to opt out of these trips.
3. Parents are required to give 40 hours of community service to the school each year.
4. No kids with IEPs (Special Ed students) are admitted.
5. The school has about 100 students, who are required to do all four years at the same school. No one is admitted after fifth grade (the school is grades 5-8).
6. Full, non-discounted tuition is $18,000, indicating a substantial per-pupil spending rate.

So, if I could get my school to have only the students we select, in small number, with no one moving in our out, with no special ed issues, with requirements for parent participation and consent to our curriculum, PLUS plenty of dough for great educational experiences, I wonder if our school would be lauded as a model for other schools?

[Mark]

2.

This is obviously not at all a model that could be widely utilized. But good for those 100 students -- what a great opportunity for them.

[Larry Ferlazzo]

3.

Scott,

It looks like a great school with some excellent teaching strategies. I don't think, though, that it's necessary to have a significant number of teachers to use them. I think there are many different teaching strategies that could be equally effective -- particularly with a group of students who come to school ready to be engaged.

What the video report neglects to mention, and which most media reports on charter schools also fail to include, is the fact that typically the students enrolled in these schools come from the most motivated, stable and driven families. These schools often say that it's open to anybody via lottery, but as Richard Rothstein has shown, the most engaged parents are the ones who will enroll in the lotteries.
(for example, this article talks about a mother who drives her son 80 miles one-way each day to the school http://www.ronclarkacademy.com/news/news/rca-is-featured-in-the-atlanta-journal-constitution.aspx)

So, yes, maybe we can pick up some good ideas from Ron Clark's Academy that some of us can use in our classrooms -- if it fits our teaching styles and if it works in our classroom situation with students who might be facing different challenges.

But lets also recognize that no one school -- especially one that can self-select their students -- offers the perfect teaching methods that we should all replicate.

Larry

[A. Mercer]

4.

Larry, do you think that charter schools could have some lessons on parent engagement for public schools? My public school has been doing a lot more around reaching out and having events for parents to attend and participate in, and we're going out in the neighborhood door-to-door. This is what new charters often do to recruit students, but it's a good way to stay in touch too. A lot of local public schools have done a push to inform parents about kindergarten registrations in neighborhoods (instead of just counting on the parents "knowing" or reading about it in the news). I think a lot of this reach out and recruitment comes from seeing charters do it.

[Larry Ferlazzo]

5.

Alice,

It's a great way to connect to the neighborhood. You're right -- charters do it. Public schools involved with community organizing groups also do these "neighborhood walks."

I think we can all learn from what has worked well in other schools -- public, private, or public/private charter. Let's just pick and choose...

Larry

[Nick James]

6.

The stable home life piece is incredibly important. If every student in my school came from a stable home the vast majority of our problems would be solved. While I respect what Ron Clark is doing, the challenges faced by public education make a revolution based on his school's model virtually impossible. As Mark said, great for those kids. I do hope that other schools benefit from some of the practices at the Ron Clark Academy.

[Dan McGuire]

7.

I'm with Jeremy. Give me a school that fits all of the requirements of the the RCA and, of course, kids will achieve.

This is a boutique private school funded by a multi-millionaire who enrolls kids based on a very specific set of criteria. We're not even sure if the Ron Clark Academy is sustainable - it's only in its 3rd year.

[Hall Monitor]

8.

Is it realistic to expect teachers to engage their children through creativity and enthusiasm? Let's throw away old-fashioned teaching methods and create an environment children enjoy being in. I'll bet a majority of teachers who watch that video would respond, "That would never work in my school." With that attitude, they've already given up.

Hall Monitor
http://detentionslip.org

[Sue King]

9.

Scaling this model up is a HUGE issue, as is the issue of what kind of students the school attracts and accepts. The concerns regarding the effectiveness of public schools are not simple and one-dimensional. Schools in urban areas where the majority of students are disadvantaged and have a myriad of challenges are different from schools in rural areas and schools in the suburbs. There simply is not one simple fix. However, there can be consistency with a focus on teaching and learning in ALL schools and in how schools and school districts must be structured and must be operated, as well as the role policy-makers should play in the education process. There also should be some consistent expectations on the proficiencies ALL students must develop to be well-educated and prepared. But, we love to watch stories of glitzy, showy teachers - or charismatic leaders - problem is - there are not enough of them (nor do I believe they are needed). We seem to love the idea of the hero-teacher, hero-leader instead of every day people doing purposeful, systematic, consistent work day in and day out.

[A. Mercer]

10.

So, this model does not offer a lot in the way of parent engagement, since it's built in with a competitive entry school. Some of the delivery of instruction model here could be useful for some teachers.

Is anyone troubled by the fact that in spite of being a school with a waiting list, and trips to Europe, etc. most of the students are African American. One mother maybe trucking her kid 80 miles to that school, but white families just don't seem to see any value in this model. I love that they are doing so much for African Americans, but I remain troubled that most of the solutions promulgated for "fixing" education for African Americans involve more, not less segregation.

[Tina]

11.

Talked to a teacher who went to an in-service where Ron Clark spoke (on a table of course).
Asked her questions about techniques, tips, etc. She gave a few but said it mostly invigorating to listen to him.
WEll that can't be good ...teachers must have hand outs, sure fire solutions, and multiple examples.
Here is how I see his message...
Get as engaged as you want the students to be!!!
I know this is the ultimate sure fire solution and all the engaged teachers, administrators, parents, and students can give you thousands of examples.

[Moses Wolfenstein]

12.

I know this won't necessarily be a popular comment to make, but when I look at the Ron Clark Academy I'm reminded of Rafe Esquith's There Are No Shortcuts. These are both approaches for working with students in at risk situations that rely heavily on faculty giving 150%. Most high quality educators I know who operate at this level of investment don't tend to question this approach, but I have to. While I laud any educator who is ready to give their all and then keep giving, I also see it as fundamentally unscalable at a systemic level and more or less unsustainable at an individual level.

In essence we currently have a de facto model for excellence which relies deeply on passionate teachers, and seeks to sustain them through advanced pedagogy and curricula. When we hold up instances of excellence like the Ron Clark Academy it draws our focus to innovative instruction (if we're looking for the good rather than assuming a cynical lens), but doesn't really lend us a means for providing perfectly capable educators who consider teaching their day job rather than their passion a path towards greater effectiveness.

[Bettina Hansel]

13.

There's probably something to be said for the amount of physical exercise going on in that classroom, and it's clear that Ron Clark has the students' attention! I cannot tell if the students are actually engaged with learning mathematical concepts and with the ideas generated, or just with the atmosphere that might be more fun than the average classroom. That alone might be a vast improvement, of course, since they'll certainly pick up something if they're paying attention.

On the other hand, I imagine that I would have been one of those kids who didn't fit this model, who might even have been intimidated by the teaching style. I still remember feeling bombarded and lost by my era's fast moving multi-media presentations that were supposed to engage us. I would have much rather read a book. It seemed less threatening.

[Lynn]

14.

Tina - I agree with you, and thanks for identifying a major part of teaching. Motivating and engaging students is the key to learning success but also to personal teaching success. As a teacher, I am saddened by the number of teachers who can't/won't find opportunities in the backyards of their local community and school systems, and worse yet, aren't encouraged to do so by school administration. I find things that interest mu students and take local field trips that are low-cost, meaning no $$ for gas for busses, and have cheap admissions to lots of interesting things. I encourage students to get involved in community projects and advise a volunteer club with no supplemental pay. How many teachers would do that!

[burt l bershon]

15.

I think it is a differnt way of teaching and learing, but only for the few families that have the means to pay the tuition, especially in todays economy. Want to be blown away by what a Charter School can do?? Check out Sarasota Military Academy in Sarasota, Florida.
This is a 4 year, public Free Military High School Academy in Sarasota that has all the activities of a Private school without the cost and has over 700 Female and Male that attend..and NO there is no requirements to serve in any branch of the service. The Military aspect is only used to promote a discplined atomosphere. Thank you.
Founder of Sarasota Military Academy.
Burt L. Bershon

[Michael Johnson]

16.

If they are receiving funding for this type school why is there only 100 students attending? better yet why is there a tuition involved while people and sponsors have donated millions of dollars? Yes it is a different approach to teaching, but to spend 18K a year going through elementary school, who can afford this except the affluent? While many schools house 400 over more students in a public school, this is a drop in the bucket for the few who can enjoy the privilege of attending this sort of school..For me, i think everyone needs to open their eyes to Charter Schools as the new advanced and free way to educating our youth!

[Tracie Weisz]

17.

Engaging instruction is always preferable over sit and get - no matter what the setting. We should all dig deep to find that something within us that we can give to our students to engage instead of just to "deliver". We don't need a hand picked student population and international field trips to write good, engaging, diverse lessons. Spectacular teachers in some of our poorest schools do this every day.

Of course, all those extra perks sure help...lucky students! And I'd rather see 100 students get the opportunity than none.

[Matt McDonough]

18.

Few of the students spend $18000 to attend. Many are not affluent and are provided scholarships to attend. All families are asked to pay something, but it may be a minor amount each month.

It seems from the comments that many are too hung up on the cost of the Ron Clark Academy. It's taking the focus off of the real key to the school. Watch what the teachers are doing and look at the results the students are getting. I was fortunate enough to go with a group from our school to visit the school. It's incredible to witness firsthand, but what they do there can be done anywhere.

People need to get over the hangups with the advantages of the way the school is set up. Why not, instead, look at what works there? They have teachers who hold students to high standards, academically and behaviorally. They engage students in the lessons, involving the students directly in their own learning. They use technology. They create an environment where students look forward to going to school every day. They get to know their students personally. How are we doing in all of these areas? Are any of these so cost-prohibitive that we can't replicate them in our schools? Focusing on all of the "advantages" of the Ron Clark Academy takes the focus off of the problems we face in some classrooms with unimaginative and less than engaging teaching.

[Dan McGuire]

19.

@Matt

Count me as one of those who is 'hung up' on what it costs. Ron Clark Academy is highly subsidized by Ron Clark and many other big donors.

You can only responsibly make the claims that you're making after you have actually replicated what is done at RCA in a major urban public school. Don't tell me what is possible on a public school budget; show me.

[Jeff]

20.

We educators are great at making excuses and saying it only happens somewhere else because it costs more money, has selective enrollment, blah, blah, blah...If you have ever heard the early Ron Clark story, he was successful with engaging teaching in very urban settings in which most of us would not choose to work in. His high expectations and caring about students does not cost money but rather an investment in passion by the individual educator...

Please stop making excuses about why we can't be better! We can and it should start with each one of us tomorrow. I know I am going to take the positive comments from your posts and the energy that Ron and his staff exhibits and get better at what I do tomorrow.

We must keep moving forward with engaging students...or we should find a job that doesn't require such "hard work."

[Dan McGuire]

21.

This is not an issue of what we choose to inspire us to be better teachers; the question at the top of this post asks - is the RCA a scalable model. The answer to that question is a clear NO. We can all be inspired to do better, and maybe watching the RCA video will trigger some creative thoughts in teachers or administrators. The model of the school is not, however, scalable to large districts.

[www.facebook.com/profile.php?id=504645885]

22.

I find it hard to believe fellow educators would be so critical of someone changing the lives of students no matter what type of school it is. Maybe I should have known better, in all the schools I have ever worked in the dynamic teachers threatened the likes of those who became teachers for one simple reason....Summer break. Those who became teachers for the wrong reasons will forever be protected by the tenure system. This is why public schools will never look like the Ron Clark Academy...

Many thanks to Ron Clark for being a leader and teacher even in his days in the Carolinas and New York City.

[Jeremy Aldrich]

23.

The field trips and out-of-class experiences (and thus the expense) are PART of Ron Clark's approach, and can't be separated from it. Blame it on lazy teachers if you want, but it would require quite a few changes in funding and policies to extend his (very successful) method to even an entire school district much less every school district. Yes, enthusiasm and hard work are part of it, but don't insult teachers by pretending they can do what he's doing within the typical constraints of public schools.

[Tina]

24.

The Ron Clark Academy looks like a wonderful school. But is it realistic to expect a significant number of our teachers to teach like this?
This is the original question.
No, it is not a realistic expectation for a significant number of teachers to teach like this.
Does that really matter? If one or an insignificant number of teachers learn to teach and be engaged like Ron Clark and it makes a difference to one or an insignificant number of students won't that be worth it? Is it realistic to ask for a significant number of teachers to embrace a new teaching idea or method before it is given value? Technology use in education started with insignificant numbers of teachers and administrators embracing an idea and has become extremely significant.

[Marshall]

25.

Scalable? Sadly, no.

1) This model is built on personality. Good inspiration and motivation and fun, but not all can pull off this type of energy.

2) Grant funded, tuition, limited to 100 students - yes a costly little undertaking per student. With direct payment also comes parental involvement. These stats SHOULD indicate good scores. If not, it is clearly LIMITING their learning. Public school options here? Few.

3) How about that first lawsuit for negligence when a student who was encouraged to jump on a table and dance falls and has major injuries? I would say that would really hamper this approach in terms of "reckless endangerment" - remember those involved parents?

[Marshall]

26.

Anyone better aquainted with the legal process want to weigh in on the legal aspect of #3 in my last post?

Is RCA mitigating their potential losses by doing something besides insurance?

Am I wrong to think that this is an opportuntiy for an upset parent (and they will be no matter what they say in advance) and a personal injury lawyer to see this as a dangerous activity for middle school students promoted regularly by people acting as custodians of these kids? In loco parentis...or something like that, right?

[Judy H.]

27.

Even those not "passionate" about teaching can easily become more effective. They must be one willing to think outside the box, to be flexible, and at least approach new ideas with an open mind. They must also be willing to take advice, one of the hardest things for people to do.
Create games to teach the mundane, such as prefixes and suffixes. I don't consider myself a Ron Clark, but after 12 years of teaching, I have created art projects, poems, songs, etc. to help make the mundane more interesting for the kids. You have to find a way to connect the information with what interests the kids and they will learn.
After a year of battling the "Oh, this is boring" and the kids not retaining the meanings of prefixes and suffixes, I came up with "Supersuffix" and "Powerful Prefix" games and now, the kids enjoy it, ask for it, cheer it, and remember it. That's all it really takes. Find ways to engage the kids and they will learn. Grammar lessons can include a scavenger hunt, math lessons become playground games — there are all sorts of ways to be a good teacher.