Today, however, charter schools and districts are commonly !nding themselves sitting down at the bargaining table to work out deals. This evolution has come, in part, simply because the charter school sector has matured and can now make a compelling case that it can help districts with quality schooling for at-risk students. But districts, too, have evolved. Urban school superintendents across the country are realizing that a centrally delivered, one-size-!ts-all approach simply is not viable, and that they need partnerships to bring in entrepreneurial talent and mission-driven teams (Campbell, 2011; Hill, Menefee-Libey, Dusseault, DeArmond, & Gross, 2009; Lake & Hernandez, 2011). Together, districts and charter schools are working on some of the most dif!cult problems that choice creates in order to reap the deepest and most widespread promise that choice offers.
"If children are under stress, the ways they respond are remarkably similar," she says. "They get sad, distracted, aggressive, and tune out." That is what she saw in the high-poverty schools she visited. Chaos reigned. The most disruptive children dominated the schools. Teachers didn't have control of their classrooms - in part because nothing in their training had taught them how to deal with traumatized children. Too many students had no model of what school was supposed to mean. "These were schools that were not ready to be schools," she said.
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