Notes from the Educational Underground

Charter School Edition

Preface

In 2018, I began my journey within education with the hopes of engaging and inspiring the youth to be better prepared and more informed than I was heading into post-high school life.  Initially, I was prompted by national political figures utilizing divisive, disingenuous, and bigoted language and behavior to advance their causes. Regardless of political affiliations, I felt compelled to be an adult in the room for young minds taking it all in, to demonstrate civility in the face of objectively juvenile behavior from prominent figures.

For six years, I dedicated myself to the students and families of IDEA Ingram Hills College Prep, working to help young minds rise above the educational, social, and personal challenges so many face.  I spent three years as a teacher and three as a College Counselor, taking pride in helping students explore higher education opportunities and pursue successful futures.  I am an immigrant from Tijuana, Mexico, who moved to California and later to Texas.  I am a proud U.S. citizen who has experienced firsthand the differences in state cultures.  I often wondered why these differences were so pronounced when we are supposed to be the United States. This realization, combined with my experiences, underscored my desire to be part of a movement to bridge these gaps.  My time at IDEA Ingram Hills ended abruptly, and while I did not intend to leave my students before they graduated, I could no longer say in good faith that I was part of an organization that prioritized the well-being of our community, based on what I had seen and experienced.  As I have witnessed firsthand, significant changes are needed to address the lack of integrity, accountability, and cultural awareness in leadership.  Given the upcoming election and the potential for future policy changes affecting public and charter school funding, I feel a responsibility to share my experience.

To my students, this narrative, a full blown lesson with an exit ticket and all, I dedicate to you.  Think of it as one last class where the subject is awareness, the theme is resilience, and the goal is to prepare you for the world as fully-fledged, thoughtful citizens.

Objective

To empower current and former IDEA Public School students, families, and voters with the insights needed to understand the systemic issues impacting education, so they can make informed choices that foster accountability, cultural awareness, and equity in our schools and broader society.

A Broad Picture of the Landscape

From the outset of my teaching career, it became clear that speaking out as an educator in Texas comes with substantial risks.  Policies enforced by the Texas Education Agency (TEA) restrict educators from engaging in critical conversations or challenging administrative practices in certain ways.  Violating these policies can result in severe consequences for our beloved educators—job loss, certification revocation, and forfeiture of pensions.  This can create a culture of silence, where teachers are dissuaded from advocating for their students, even when they see harmful practices at play.  A survey conducted at IDEA during the 2023-2024 school year revealed that 55% of staff felt emotionally and mentally unsafe, illustrating the stifling environment under which educators operate.  Consider the impact of having an organization where more than half of the adults are not in an optimal mental state to care for your children.  What impact does this have on students' learning and well-being?

The impact of this suppression is evident in charter networks like IDEA Public Schools, the largest public charter system in Texas, serving over 74,000 students—94% of whom are Black or Hispanic.  IDEA’s 24-25 Annual Report revealed alarming statistics: over 75% of teachers have less than five years of experience, a rate more than double that of traditional public schools. Moreover, over one-third of teachers leave within their first year, citing reasons like “unrealistic expectations” and “school culture” as the top two reasons. In comparison, traditional public schools boast a significantly higher proportion of experienced educators, benefiting from stronger professional support structures that promote long-term teacher retention and overall stability.

The report further underscores the disparity in experience among administrative leaders. Administrators at traditional public schools generally have extensive, years-long experience in both teaching and educational leadership, contributing to more stable and effective school environments. In contrast, IDEA’s report reveals that administrators within the charter network often possess significantly less experience. Additionally, the report highlights a notable pay discrepancy: central administration leaders at IDEA—those not based in schools—earn, on average, 26% more than their public-school counterparts. This raises questions about priorities and the allocation of resources within the organization, especially given the higher turnover rates and less experienced staff in key educational roles.

Amidst a nationwide teacher shortage and aggressive charter school expansion, can IDEA truly claim to have “expert” teachers and educators?  Teaching is a craft that takes years to master, not just five.  IDEA’s 24-25 Annual Report  itself cites "lack of content knowledge" and "inexperienced teachers" as key contributors to declining AP scores, revealing the tangible consequences of leadership inadequacies on student outcomes.  This reality stands in stark contrast to the marketing and recruitment claims suggesting that IDEA offers a level of quality that is increasingly difficult to substantiate.

Questionable Leadership

Take a simple metric like qualifications. Compare the qualifications to be principal at an IDEA Public School vs. a Traditional Public School:

A basic metric like qualifications underscores a troubling reality when comparing leadership criteria between IDEA Public Schools and traditional public school systems.  To become a principal at an IDEA campus, candidates need only possess a bachelor’s degree and three years of experience within eduation—regardless of the type of degree or teaching success. Traditional public schools, by contrast, generally require more extensive educational backgrounds, including advanced degrees in educational leadership or administration and demonstrated success over multiple years of teaching and leadership roles.  This stark difference raises an essential question: How can a charter network like IDEA, which promotes itself as a beacon of educational excellence, maintain such minimal leadership standards?

Even more disconcerting is that IDEA does not consistently apply these minimal standards. I can confirm at least one instance where an assistant principal was promoted without meeting the stated requirements (see accompanying image for verification).

This inconsistency reflects a broader issue of uneven application of policies, further eroding trust in leadership integrity.

Now, let’s consider IDEA’s current CEO and Superintendent, Dr. Jeff Cottrill.  He transitioned to administrative roles with less than three years of teaching experience, a strikingly limited background for leading a network that serves over 74,000 students.  Previously, Dr. Cottrill was the superintendent of Knippa ISD, which has a total enrollment of approximately 415 students—an immense contrast in scale and complexity compared to his current role at IDEA.  His appointment came after serving as the lead investigator into IDEA’s financial mismanagement—a case that concluded with IDEA agreeing to a $28.7 million settlement with the U.S. Department of Education.  Cottrill’s subsequent recusal and appointment as CEO raised serious concerns about transparency and ethical oversight.

Not too far away in Houston, this trend extends beyond IDEA.  The crisis in Houston under Superintendent Mike Miles, another former charter school CEO, showcases a similar pattern of rigid, top-down management.  His methods have led to protests and calls for the Texas Education Agency to end its takeover of the Houston Independent School District (HISD).  These policies have been described as unproven and experimental, marked by stringent lesson plans and continuous teacher oversight that critics say stifle educational creativity and disproportionately impact low-income Black and Latino communities.  We must remember that these experimental tactics are being deployed on some of the most vulnerable student populations, raising serious concerns about equity and accountability.

Cause and Effect – When It All Proved Too Much

I said at the beginning that I was unable to continue.  That decision has been the most difficult choice I have made since moving to San Antonio, Texas, for education.  I share these experiences not just as personal anecdotes, but as a testament to the systemic issues that compelled my departure.  My hope is that by shedding light on these moments, I inspire students, families, and educators to speak out when they recognize something is wrong and demand better for their communities.

Mexican Moustache Day

In the fall of 2020, a school spirit day themed “Mexican Moustache Day” was approved by campus leadership before being rescinded as offensive.  The planning of this event revealed a startling lack of cultural awareness and respect for IDEA’s largely Latino student population, creating an atmosphere that alienates students and staff alike.

Apparent Preferential Treatment

Favoritism permeates many aspects of leadership at IDEA. Certain staff members were promoted without following standard procedures, while others faced obstacles or denials.  This lack of transparency created a toxic environment, where qualified individuals were overlooked in favor of those favored by leadership, affecting the quality of education provided.

Developmentally Inappropriate Course Sequencing

At my campus, ninth graders were placed in Algebra II without adequate math background, and 10^th grade students were enrolled in AP Physics without the necessary prerequisites such as Geometry.  The practice of assigning advanced coursework without consideration of preparedness undermined student confidence and set them up for failure.  Many students struggled, disengaged, and suffered academic setbacks.  Teachers resigned in despair.  This experimental course sequencing was not isolated to my campus.

Insensitive Leadership, Retaliation, and Dishonesty

At IDEA Ingram Hills College Prep, I was subjected to culturally insensitive remarks comparing a Puerto Rican colleague to exaggerated TV stereotypes.  In another instance, this same principal notified leadership staff that they, along with the assistant principal, would ignore the smell of drugs on campus to prioritize administrative tasks over student safety.

In a separate incident where I spoke out about questionable leadership practices, I was met with retaliation in the form of a fabricated memo.  This fabricated memo, created by the principal in collaboration with HR, was issued after I questioned micromanagement practices and school culture in May 2023, legitimate concerns given their own reporting.  After raising concerns about the illegitimate nature of the memo, I was ignored for over 6 months.

State Law and Employee Rights Violations

In another case, a regional leader directed staff to limit employees’ PTO to two days per year, ignoring state law.  When questioned, they dismissed these concerns and said we were within our rights to do so.

This same regional leader—tasked with overseeing student success—remarked that there are “cultural values” within our region of San Antonio that inhibits our students and families from pursuing opportunities beyond 1604.

Credit Debacle at IDEA Eastside

It was widely reported throughout the region during the 2^nd semester of the 23-24 school year that there was severe oversight leaving many students at IDEA Eastside without the credits required to graduate.  This failure reflects a lack of accountability that jeopardizes students’ futures and undermines IDEA’s commitment to academic success.

Student Protests Highlighting Systemic Failures

The student protests at IDEA Ingram Hills College Prep in May 2024 underscored significant operational failures within the network. Unlike the 2023 walkout at IDEA Najim, which focused on general dissatisfaction with school policies, the 2024 protest was more nuanced. It stemmed from a breakdown in HR processes that resulted in incomplete employee records and the improper onboarding of teachers , leading to the removal of staff due to missing background check clearances. One teacher in the network described the impact as having "the entire math department gone," exacerbating the already strained learning environment.

AP for All: A Profitable Farce

IDEA's “AP for All” initiative is marketed as an inclusive program offering every student access to Advanced Placement courses.  However, this policy often masks the reality that students—both advanced and struggling—suffer as a result.  Many AP courses at IDEA are led by teachers with limited experience or insufficient subject expertise, resulting in inadequate instruction—this is self-reported by IDEA.  In classes where students vary greatly in readiness, those who are well-prepared find themselves frustrated as the lessons are diluted and fail to challenge them with complex, higher-level thinking.  Meanwhile, students who are unprepared for AP-level material face repeated academic failures, leading to disengagement and a loss of motivation, understandably so.

The issue is exacerbated by a lack of adequate support services for students needing accommodations.  Those who require extra assistance are often left without essential resources, creating a learning environment where no student—regardless of their academic level—truly benefits.  Teachers, too, find themselves overwhelmed, struggling to manage the vastly different needs of students without sufficient institutional support.

The focus on expanding AP participation raises important questions: Are these policies truly designed for student success, or are they a means to bolster IDEA’s ratings in publications like the U.S. News & World Report, who use AP testing as a significant factor in their ratings?  College Board, which administers AP exams, has reported record-breaking profits, with AP being its most lucrative product. The unintended consequence of these policies is clear: grade inflation, curriculum dilution, and classrooms where genuine academic growth takes a back seat to metrics and appearances.  The result? A system where students themselves are left asking, “Do we even have a choice?”  The resounding implication is no.  The critical question remains: how much taxpayer money is funneled into subsidizing exams for students who are known to be unprepared, all for the sake of optics?  While there are certain things in life that should be for all, things like healthcare, food, shelter, clothing, etc. I am not sure AP classes and testing belong in that category.

Assistant Principal Advocating for Waiving AP Exam Accommodations

In a room filled with special education teachers, an assistant principal suggested that students waive their legally protected accommodations for AP exams.  This statement was baffling, revealing a dissonance between IDEA’s professed commitment to student support and its actions.  How could a school claim to prioritize student needs while promoting practices that compromise them?  This backward logic underscores the absurdity highlighted in the “AP for All” initiative.  What made this more perplexing was my own experience.  In my first year responsible for securing accommodations, I successfully obtained them for nearly all that were requested.  It raises an unsettling question: Were other IDEA campuses even attempting to procure these necessary supports, or was there a systemic failure to advocate for students' rights?

Conclusion

What do these incidents reveal?  Unqualified leadership perpetuates a cycle of ineffective policies, cultural incompetence, and ethical disregard that directly affects students’ experiences in the classroom.  At IDEA, campus and regional leaders appear more focused on promoting administrative convenience than on student well-being.  These failures reveal a system that often places profits, public image, and expansion above the educational needs and emotional safety of students.  When policies affect an entire network that serves over 94% Black and Hispanic students, the impact on these communities is substantial, underscoring the critical need for qualified, culturally aware leadership.

For the students, families, and communities who welcomed me, I am deeply grateful.  To my students, thank you for allowing me to walk alongside you, to watch you grow, and to share in your journey.  I learned as much from each of you as you may have from me, and I regret that I won’t be there to watch you graduate.  One of my proudest moments was accompanying many of you to Southern California, where I watched your excitement as you glimpsed new possibilities and perspectives.  Know that I will always be here to support you.

To my colleagues, I am grateful for the shared resilience, for the moments of community we created, and for the unwavering dedication to our students.  I regret not standing beside you through the first graduating class, but I carry forward every memory of our work together.

Next week, Texas votes, and for those eligible, I urge you to equip yourselves with the knowledge necessary to enact social change.  Education policy is on the line, with candidates who will shape public and charter school funding.  For those students who can’t yet vote, start learning about these issues now.  Learn about these issues, because when you’re eligible, your choices will directly shape the future of education in your communities.

We are the ones who can enact change.  As voters, families, and educators, let us choose leaders who prioritize quality education for all Texas students—leaders who recognize that students deserve qualified, committed educators and safe, supportive environments.  Only then can we hope to improve an education system that serves all students equitably, with integrity and accountability.

Take the Quiz

As a final step, I invite students, families, and all readers to take a brief quiz that includes an open-ended response to share your experiences.  Your input can unite stakeholders who yearn for a stronger education system – the foundation of a healthy democracy.

https://forms.gle/DosxBJijPZA957xQ6