Hawaiʻi Charter Schools Seek Solutions for Facility Shortages
Charter schools in Hawaiʻi are experiencing significant growth, but limited funding and insufficient facilities are hindering their expansion. A group of educators presented a proposal three years ago to the state charter school commission, seeking to establish the first charter school specializing in artificial intelligence and data science, to operate from a small campus in Kalihi. Despite initial skepticism from leaders at the Hawaiʻi Department of Education (DOE), the commission granted approval, and the school opened last fall, quickly developing a lengthy waitlist.
Kūlia Academy has gained traction due to its unique focus and central location in Kalihi, attracting students from across the island. School director Andy Gokce noted, “We are on a good trajectory.” While overall public school enrollment in Hawaiʻi has declined, charter schools have seen a nearly 10% increase in enrollment since 2020, marking them as the only sector in education to report growth since the onset of the pandemic.
Despite this positive trend, the relationship between charter schools and the DOE has often been strained. Some charter school leaders advocate for increased collaboration, especially as public schools grapple with dwindling resources. The federal government’s moves to dismantle the Department of Education have added to the uncertainty, further complicating the funding landscape for schools dependent on student enrollment.
Charter schools currently face challenges in securing appropriate facilities. Many operate in makeshift locations, including tents and repurposed commercial spaces, leading to high operational costs. According to the charter commission, these schools allocate 15% to 30% of their budgets to facility expenses, with some experiencing costs that exceed those estimates. For instance, the now-closed Hālau Lokahi spent approximately $33,000 monthly on facilities, while Kamalani Academy allocated over half its budget to rent an old Catholic school campus before closing earlier this year.
Hawaiʻi’s state education department received more than $320 million for school maintenance and construction this year, but funding for charter facilities primarily depends on individual school budgets. Educational advocates argue that sharing campus space with under-enrolled DOE schools could provide more options for families and better utilize state resources. They believe that closer proximity could foster partnerships, allowing charter schools to share innovative educational strategies.
Despite legislative directives encouraging collaboration, efforts to facilitate partnerships between charter schools and the DOE remain limited. The DOE has often preferred to convert open campus spaces into administrative offices or lease them for profit rather than allow charters to utilize them. Concerns persist among lawmakers and DOE leaders that charter school growth may detract from traditional schools already facing enrollment and budget challenges.
David Sun-Miyashiro, executive director of HawaiʻiKidsCAN, argues that such concerns should not prevent charter schools from expanding in areas with high demand. He maintains that the growth of charter schools does not necessarily harm local DOE schools, particularly when unique educational programs are offered.
At Hawaiʻi Technology Academy in Kauaʻi, students navigate their classes in converted offices within a strip mall. While this unconventional setup has allowed for gradual expansion, it presents challenges, such as limited outdoor space for recess. Campus director Nathaniel Evslin highlighted the difficulties of maintaining a quiet environment amidst surrounding businesses.
Charter schools’ growth is uneven, with some seeing increased enrollment since the pandemic while others struggle. The DOE is also exploring options to redistrict and consolidate schools to address financial sustainability. Past efforts to close smaller schools have faced significant opposition from communities valuing those institutions as local gathering spots.
Some charter school advocates propose sharing campus space with DOE schools as a viable alternative to closure. Gokce, for instance, expressed interest in utilizing unused DOE facilities for Kūlia Academy as it expands its grade levels. Similarly, the School for Examining Essential Questions of Sustainability successfully established a facility-sharing agreement with Kaimukī High School in 2017, although this partnership was terminated a few years later due to administrative changes.
Hawaiʻi lawmakers have introduced a resolution calling for an inventory of unused DOE facilities, emphasizing the need for policies that facilitate charter school access. However, legislative efforts to promote shared facilities have encountered obstacles, particularly in the Senate.
Advocates for shared facility agreements argue that both the DOE and charter schools benefit from such arrangements, as it efficiently utilizes taxpayer dollars and keeps local schools open. Todd Ziebarth, a senior vice president at the National Alliance for Public Charter Schools, stated, “More often than not, those communities want to keep those schools open,” highlighting the community’s desire for accessible educational options.
Despite the apparent benefits of collaboration, logistical challenges remain a concern. Daniel Larkin, principal at Kalihi Waena Elementary, noted that sharing facilities would require careful negotiation of utility costs and maintenance responsibilities.
As Hawaiʻi continues to navigate its educational landscape, some state leaders argue that rather than opening new charter schools in areas with declining enrollment, existing schools should share facilities. Rep. Lisa Marten has voiced her support for this approach, suggesting that converting closed schools into workforce housing may be a more effective use of resources.
With the future of education in Hawaiʻi at a crossroads, the dialogue surrounding charter and public schools will be critical to ensuring that families have access to quality education while maximizing the use of existing resources. As both systems grapple with limited funding and fluctuating enrollment, the potential for collaboration remains a key focus for the state’s educational leaders.
