Charter Schools as a Faith-Based Initiative: Is This a Possibility?

By Cecilia R Eaves-Walker M. Eds.

It is the intent of this independent research project to point out that although society has made a tremendous leap since the 1964 Civil Rights Act; we can still do more to bring about a change in the way we view and educate other ethnicities, races, religions, and cultures of which we may have very limited understanding. By becoming responsive to these differences, such as, skin color, eye shape, speech/language, or even religious practice, we can help create, for our students, our schools, and ourselves a better understanding of educating others who are different. This is the root of charter schools. This independent research project (IRP) seeks to address diversity generically as the world of difference as an aspect in educational settings as opposed to our present school's inattentiveness to diversity

• Language: English
• Publisher: iUniverse
• Release date: Jun 26, 2020
• ISBN: 9781663200761

Cecilia R Eaves-Walker M. Eds.

Mother of three sons, whose husband, father and both grandfathers were Rabbis. As a wife, mother and daughter, she is concerned about diversity in education, educational concepts, education principles, and the corresponding dynamics of educating children perceived as minorities. She feels there is room for improvement in the overall educational settings. Her future discussions will tackle the middle school dilemma.

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Copyright © 2020 Cecilia Eaves-Walker.

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

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ISBN: 978-1-6632-0077-8 (sc)

ISBN: 978-1-6632-0076-1 (e)

Library of Congress Control Number: 2020908805

iUniverse rev. date: 06/26/2020

In partial fulfillment of the

requirements for the degree of Master

of Education in Counseling Psychology

An Independent Research

Project Presented by

Cecilia R. Eaves-Walker

Presented to:

Susan Sigler, Ph.D.

Professor and Professional

Seminar Faculty Advisor

Cambridge College Cambridge,

Massachusetts, & Chesapeake,

Virginia Campus June 2013-January 2015

CONTENTS

Acknowledgment.

Foreword

Preface

Chapter 1    Introduction

Chapter 2    Background of Study

Chapter 3    Problem Statement

Chapter 4    Significance of the Study

Chapter 5    Delimitations

Chapter 6    Overview of Methodology

Chapter 7    Methodology and Procedures

Chapter 8    Research Questions

Chapter 9    Literature Review

Chapter 10    Why Charter Schools

Chapter 11    Who Benefits Most?

Chapter 12    Types of Schools

Chapter 13    The Original Intent of Charter Schools

Chapter 14    Applying for Charter School and Non-Profit Status

Chapter 15    Results

Chapter 16    Conclusion

References

Appendix

Charter Laws In Texas

Effect on State Laws

Survey

ACKNOWLEDGMENT

I wish to take a moment to thank the Almighty, for encouraging me in my quiet, lonely and silent times. Gently I was guided to pursue a dream that had not yet been realized. I am also thankful and grateful for all my teachers, throughout my academic pursuits, without them, my writings would be shallow and meaningless. To my wonderful Parents, Jehu and Marie Eaves, I won the lottery in having them. To my Husband John, for his sacred guidance and inspiration. To my children, Chrispen, Adriel and Adam, they have been a constant reminder of duty, diligence and perseverance. I last want to thank my friends for being friends, and having the will to stay friends-

Thank you

FOREWORD

FOREWORD

May 13, 2020

This letter is to commend Cecilia R. Eaves-Walker on the publication of her Research Paper submitted for her Master of Arts degree in Counseling Psychology. Her work is titled CHARTER SCHOOLS AS A FAITH BASED INITIATIVE: IS THIS A POSSIBILITY? This will, I believe, inspire educators and students to approach curriculum design with a fresh perspective! One which is inclusive, dynamic, and will register with a scholarly focus on opportunity, and on the individual versus the archaic exclusivity of laws which have governed educational access for far too long in certain regions of our great land. The extensive treatment, thought, and suggestions to resolve these issues is well-researched and delineated by Eaves-Walker in her master’s project.

I have known Cecilia since 1970. Now in our fiftieth year of a friendship, as such, I feel professionally qualified to attest to her many fine attributes. We have remained friends and colleagues during that time, which upon personal reflection, is quite astounding. We met as young performers when we were cast in the Original Cast of Boston HAIR, and later, the Broadway Cast of HAIR. We developed, and currently keep a strong and enduring bond which flourishes to this day. From the day we met, I knew that Cecilia was, and is, an extraordinary, unique Human Being. And over the span of our many years, I have realized the breadth of her talents, and yes, I know just how special a person she is.

She and I have both experienced career changes over the decades, but it is not unusual that we both decided on academic life. She is an individual of many skills, and as a writer and educator she has excelled! This is a natural evolution because Cecilia has found her unique voice, a compassion, a knowing, an insight into others, and it is also natural for her to share her many and diverse worldly experiences: her innate gift for writing shines through. Her Research Work cited here demonstrates her ability to address and share her unique approach to problem-solving on a difficult and persistent issue evident even in education today. This persistent issue demands a new lens focusing on an old patriarchal issue that requires the attention of educators and administrators, right now, in the 21st century.

Cecilia Eaves-Walker is a woman and scholar of wisdom and possesses and cultivates the highest of ethical standards. Her integrity, openness, authentic kindness, and willingness to engage with all people whom she encounters, she has mastered an utterly unique quality not frequently encountered in life. To be her friend and colleague makes me truly fortunate, and I can unreservedly recommend her writing which I believe will be warmly received and an asset to your publishing house. I can think of no finer person to represent the ongoing culture of academia: and to offer fresh ideas for it to prosper in our new era of educational delivery.

Most Sincerely,

Tressa Mae Gilliland Jr

Doctor of Arts in Humanistic Studies: Emphasis English and Adult Education

SUNY at Albany, 2001

I give Cecilia permissions and rights to this Foreword.

PREFACE

This topic on charter school education and design, has been a constant in my life since I first heard about charter schools in the eighties. I wondered, What is this new way to educate children? What is this new learning environment? I also realized that it took a certain type of educational perspective to encourage, to pursue, and to acknowledge that there is more than one way to teach, more than one school model or more than one paradigm for education. I was mainly concerned for the minority student in the American public-school system. Having been a product of it myself, I saw that the least amount of focus, in the North Eastern Public-School System, and in particular Massachusetts, was the minority child and mainly the male child. To me it seemed that the boy’s existence was the epitome of a crying wasteland. Often in the eyes of the teacher, he was disdained, and overlooked and he was deeply underserved.

Who Am I?

I say this as I am coming first, from a family of religious prelates, I have a strong faith-based existence. I am a minority within a minority group because I am of a mixed heritage of Black, White, Spanish, and Jewish. As a child I was ridiculed by my classmates in Jacksonville, Florida, for being a Jew. Secondly, my family of ministers who worked daily in the school system as teachers and professors, taught me early, how to respect the authority of education. This also taught the value of education, and how to use it as a tool for progress. Third, I had a wide appetite in educational studies. That educational appetite was mixed with homelife, work life and scholarly attainment. My educational pursuits had to coexist with my family life. I had become absorbed in the understanding and studying of all kinds of subjects, accounting, dance, drama, mathematics, computer science, and management. I also spent a considerable time working in the creative arts, early childhood education, founding enterprises including my own school, substitute teaching in an array of school settings and grade levels, all while obtaining a bachelors and two masters degrees in education. These masters were in Special Education and Psychological Studies in Education. My current doctoral pursuit is in Human and Organizational Psychology.

The Point of This Book

However, this book is a dedication to all the young men who have struggled to get an education in the public-school system and who struggle to be recognized as human beings with triumphant spirits. I share their griefs and disappointments in securing an education by people who considered them a nuisance. I apologize to them for all the discomforts that they have received at the hands of a teacher who did not consider them as being worth their educational teaching efforts. Education is a Civil Right. It should be thought of by a teacher to be their utmost duty, their sacred obligation and to see teaching, as a calling and then as a profession of trust.

Since beginning this project in 2013, and subsequently concluding it in 2015, much has happened and fierce racism has reared its ugly head, during the Presidency of Barack Obama. The shock to many Americans, be they White. Black, Asian, Hispanic, Religious Right or Religious Left, Male, Female, USA born or Immigrant. The reactions ran the Gamut from disdain to exhilaration.

Now in 2020, we have Trump in the White House, and he represents everything that has historically been wrong with America and with Americans. As a circle, in this hemisphere, spins 360° from right to left, adversely, in these days with Trump in charge the circle reverses itself 360°, and spins from left to right or counterclockwise. It is disconcerting, it is disappointing,