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Board of Public Education flags funding, reporting and performance questions in charter schools report
Summary
The Board of Public Education presented its annual legislative report, noting that public charter schools opened in 2024–25 show lower statewide assessment performance than non‑charter counterparts but provide innovation and reengagement. The board recommended statutory clarifications, revised reporting metrics, and start‑up supports.
HELENA — The Board of Public Education’s executive director told the Education Interim Committee that Montana’s first‑year charter school data show early indicators of lower statewide assessment performance compared with non‑charter peers, but also highlighted substantial innovation and reengagement work in charter models.
McCall Flynn, executive director of the Board of Public Education, said there are currently 22 operating public charter schools (two more were approved recently). The board’s required report under 20‑6‑804 analyzes first‑year charter school assessment results (grades 3–8 and 11 for statewide testing and ACT results) and supplemental narratives from charter operators.
Key findings
- Student performance: Flynn said compiled charter school results for the 2024–25 year suggest charter schools are performing below non‑charter counterparts on the statewide math and ELA assessments, but cautioned this is an early indicator that must be contextualized by charter missions and student populations.
- Mission and student mix: Roughly 50% of public charter schools emphasize reengaging high‑risk students (those who have left traditional schools or are at high risk of dropping out). Flynn noted that many charter models (competency‑based, career‑technical, personalized learning) are not always reflected by a single summative statewide test metric.
- Sustainability and funding: Flynn listed start‑up funding strain, per‑pupil allocation complexity, reporting burdens and inconsistent statutory language as challenges. The board recommended revising and consolidating statutes to create a single transparent pathway, consider start‑up grants for curriculum and community engagement, and broaden reporting metrics beyond a single assessment point.
Committee reaction and next steps
Members thanked Flynn and asked staff to consider revised reporting measures that capture broader charter school goals and student outcomes. The board said it will engage with the committee on possible statutory clarifications before the next session and work with OPI to streamline reporting and monitoring tools.
The board emphasized that current results should be used for targeted monitoring, technical assistance and discussion of sufficiency of funding rather than immediate programmatic judgments.
