Hilary Shelton Previews the NAACP’s Charter School Vote and How a National Moratorium Would Work
The national board of the NAACP is convening in Cincinnati this weekend to vote on various matters, one of which is a resolution urging a national halt to charter schools. There has been limited discussion about the details of this moratorium or the catalyst behind the original resolution, which originated from the NAACP chapter in California/Hawaii.
However, in the months since the proposal’s introduction, it has sparked a renewed debate among black education advocates regarding the benefits of charter schools for students of color. Over 160 black education leaders have requested that the NAACP board reconsider its stance, and in recent days, several national editorial boards, including those of The New York Times, The Wall Street Journal, and The Washington Post, have expressed their opposition to the resolution.
Last week, Hilary Shelton, the director of the NAACP’s Washington bureau and the organization’s senior vice president for advocacy and policy, discussed the state of public education in America and the NAACP’s pursuit of equality in an interview with . They also explored how a charter school moratorium would be implemented. The following conversation has been edited for brevity and clarity.
: Is the charter school moratorium already decided?
Shelton: Our process works the same way every year. To provide some context, any active member of the NAACP, and currently, we have over 500,000 members, can submit a resolution for consideration by all delegates. The resolution is reviewed by the resolutions committee and then presented to the delegates. Our national convention brings together 2,200 delegates from all states, who engage in debates and negotiations on various issues. The process somewhat resembles a political-party convention. Ultimately, each of the 2,200 delegates has an equal vote and determines the policies.
This July, the resolution was voted upon at our national convention. It originated from our chapters in Hawaii and California, both of which are in good standing. The resolution was then examined by the aforementioned delegates and is now being considered by the national board of directors for ratification. We have a national board of 64 members representing all states, and seven seats are reserved for youth members. At present, the resolution has been voted on by the 2,200 delegates and will be reviewed by the national board of directors during our upcoming meeting in Cincinnati.
Do the board members usually approve resolutions?
Usually, they do. This is due to the rigorous process it undergoes. It begins with an individual, proceeds to the local unit’s consideration, and then advances to the resolutions committee. Sometimes, separate resolutions are merged when the same issue is presented from various sources. For example, Hurricane Katrina and police shootings were addressed in this manner. This prevents redundant discussions and ensures all relevant principles are included. The resolution is then put to the vote at the convention, with all 2,200 delegates participating. Next, it is brought before the national board of directors for ratification. Typically, after undergoing such a process, it is perceived as reflecting the collective will of the membership.
Following ratification, implementation swiftly follows. This entails utilizing the various NAACP units to put the resolution into effect.
Do the local chapters have to support it? Can they disagree?
The local units play a role in making the decision. Once the decision is reached, and I should note that this resolution was unanimously approved at the convention, all 2,200 delegates supported it. If you read the resolution, you’ll see that it makes sense. It’s important to reiterate that a moratorium does not equate to elimination. Rather, it establishes a standard and demonstrates our commitment to meeting that standard. We support charter schools that meet the standard and have teachers who can provide a high-quality education. For those charter schools that fail to meet these minimum requirements, action needs to be taken.
From my interpretation of the resolution, it proposed stopping growth, not solely stopping the growth of underperforming charter schools.
Do the bylaws prevent a local chapter from taking opposing positions?
Indeed, they do. Once the national standard is established, it becomes the standard for the NAACP as a whole. Therefore, they are prohibited from opposing it.
How do you envision the implementation of a moratorium?
The purpose of the moratorium is to address the reasons behind the increasing number of new charter schools that fail shortly after their establishment, causing various issues for communities and local families. Over the past 15 years, we have observed a growth in the number of charter schools, ranging from approximately 400 to nearly 700 new schools per year. This rise raises significant concerns about the level of oversight provided for these schools. One aspect of this concern involves ensuring that charter schools have the flexibility to meet the genuine needs of the communities they serve. These needs are crucial for the development and goals of these schools. However, in the process of granting more flexibility, some civil rights protections and oversight are compromised, which are vital for the effectiveness of any school, especially those receiving resources from local, state, and federal governments. Therefore, it is essential that we ensure the existence of oversight mechanisms and establish standards for teachers.
What type of oversight do you believe should be in place?
Similar to our public schools, there should be enforcement mechanisms in each area, emanating from school boards and superintendents, which effectively ensure that schools adhere to high-quality standards. Currently, charter schools tend to set their own standards. While some of these standards are excellent, academic, and successful, others fall short. There are cases where charter schools hire teachers who lack proper education, hold no undergraduate degrees, and possess no certification in the subject they teach. Unfortunately, in some instances, the minimum standards set for public schools are not applied to charter schools. We firmly believe that these minimum standards should be universally applicable, regardless of whether it is a charter or public school.
Do you think this applies particularly to teachers’ backgrounds?
Yes, it is crucial to consider both teachers’ backgrounds and curriculums. Our aim is to ensure that everyone is held to a high standard. At the very least, let us ensure that our children have educators who are adequately prepared to teach them. I once had a discussion with an individual who defended the presence of charter schools employing hardworking teachers without degrees. I acknowledged their dedication but emphasized the importance of acquiring degrees to provide better educational support. Our objective is to guarantee that all teachers are fully prepared to offer their assistance. Some charter schools do have standards that fulfill this requirement; however, it is not enough. The standards are inconsistent and lack uniformity. Hence, we advocate for a moratorium. To clarify, a moratorium does not mean dismantling existing charter schools. It signifies a recognition that the current rate of growth is unmanageable. We need to address the challenges faced in various locations across the country, such as Detroit, New Orleans, Louisiana, and even occasionally, in Washington, D.C.
The term "moratorium" implies a temporary measure. How long do you propose it should be?
Currently, one of the significant challenges is the ongoing transition in government. We find ourselves in the midst of a highly contested presidential campaign, where the stances of each candidate are known but the ultimate winner is unknown. Since we are nonpartisan, we will patiently observe and wait until the winner is determined, which is approximately one month away.
Once this period has passed, we will assess the direction the country takes. As the NAACP, we emphasize grassroots organizing, urging our members to actively participate in teacher meetings, city council meetings, and education committee meetings. This engagement ensures that our concerns are addressed on a daily basis. We understand that strengthening our community and education system requires active involvement rather than passive observation.
At the state level, the majority of resources allocated to communities are administered by the state. Consequently, it is imperative to engage actively in activism at the state level, regardless of the governor or director of education. We must ensure that the appropriate resources, both economic and academic, reach our communities.
Currently, we have not established a specific deadline for the conclusion of the moratorium. The timeline has not been predetermined. Instead, we have established criteria that need to be thoroughly analyzed, assessed, and addressed. The intention is for the moratorium to be lifted sooner rather than later, although we understand that the process will take some time. Therefore, our focus lies not only on the timeframe but also on the goals we aim to achieve.
Speaking of goals, our primary objective is to ensure that children receive a high-quality education. It is crucial for us to have adequately sized classrooms in all public schools. While we acknowledge the existence of private schools, it is important to note that they operate independently. However, if they receive resources from local, state, or federal governments, we believe it is essential for these schools to meet the same standard as public schools.
On a personal note, I often converse with my mother, who grew up in a small community called Gore Springs in Mississippi. You may not be familiar with this place, but I too wouldn’t have been aware of it if it weren’t for her. In that community, due to racist practices, the state government withheld the same level of resources from black communities as they provided to white communities. To overcome this discrimination, the residents united and, apart from the limited assistance they received from the state government, raised their own funds within the local community. My father still shares the story of how they managed to gather enough money to purchase a school bus since the state refused to finance it. They would pick up all the children in the community and transport them to central schools so that everyone could have access to education. Both my parents, who are now in their 80s, not only received a good public education but also went on to attend college. Their achievements were made possible by the commitment, contributions, and hard work of that community, and even the efforts of the NAACP at that time.
In response to black charter leaders, such as Steve Perry, who claim that their work is beneficial and feel that we are discouraging their efforts, we want to clarify that we would never tell them to cease their work. However, we encourage them to ensure that their teachers have a strong foundation and then allow them to further develop their skills to align with the school’s culture. That is perfectly acceptable. Let’s shift our focus to discussing the minimum standards. We urge them to refrain from blaming unions. Some of the most valuable research on the educational outcomes of African-American children and others has been conducted with the support of teachers unions. This is significant. Teachers unions also offer in-service training, which may not be available to the same extent in a single charter school. Consequently, we advise them to concentrate on addressing these issues and provide fair compensation to their teachers for their hard work.
Regarding the response to the moratorium, there has been an abundance of rhetoric suggesting that the NAACP is closely aligned with teachers unions due to financial considerations. We view these claims as an effort to divert attention from the real issue. Our aim is not to attack charter schools but rather to address the problem of low-quality schools overall. The NAACP remains committed to ensuring that schools designed for our children meet high standards of education and adequately prepare them for their future roles and responsibilities. We are not concerned about the criticisms that arise, as we have a long history of advocating for change in the education system. Our efforts have involved lawsuits against school systems throughout the country, including the landmark Brown v. Board of Education case in 1954. We have also taken legal action against numerous schools since then, demonstrated, collaborated with state legislators, and held both legislators and superintendents accountable.
While it is possible for areas of disagreement to exist, we would take issue with any union that proposed unequal distribution of resources among different communities.
However, it is important to note that teachers unions are not currently implementing such practices.
I am firmly convinced of a few things. Firstly, 25 percent of African-American college graduates are employed in the public sector. Within this group, there is a significant number of school teachers, first responders, government workers, and others. It is essential to ensure that these individuals are able to provide the necessary services in their respective areas. In relation to education, some teachers aspire to move up the ladder within the administration. However, they often face pressure if they support teaching methods that are known to be effective and successful. We must also protect these teachers.
Have you been surprised by the response to the moratorium? How have your conversations been?
The reaction has varied depending on how individuals interpret it. I want to ensure that people understand the definition of a moratorium, as I believe that many of those who are most dissatisfied with it have not examined the definition or read the resolution. The resolution addresses the different issues and standards that we want our schools, particularly charter schools, to meet. The list of requirements in the resolution is not new to us, as we have already been striving to achieve them in our local public schools. Our aim is to make the minimum standard the level of performance of the school system that is considered to be underperforming. We should build upon that foundation rather than using this as an opportunity to undermine even these basic standards for the sake of maximizing profits. It is important to acknowledge that there are two types of charter schools that need to be discussed – not just public charters. Private charters also play a role in this conversation.
Are you referring to for-profit charter schools?
Yes, for-profit charter schools. Whenever the quality of education is compromised in favor of maximizing profits, it is ultimately our children and families who will suffer the consequences.