The Urban Hope Act (UHA) in New Jersey presented a unique approach to revitalizing underperforming schools through the creation of “renaissance schools.” Recognizing the inherent difficulties in turning around struggling educational institutions, the legislation provided significant support and incentives to attract experienced operators. These renaissance schools, authorized for a decade with periodic reviews, were granted a longer operational runway compared to the standard four-year charter for new New Jersey charter schools. This extended timeframe, as highlighted by Joe Ferguson, COO of Mastery Schools, was crucial for navigating the complexities of transforming schools in high-poverty communities.
A key component of the UHA was enhanced financial support and improved access to facilities, designed to be powerful incentives for school operators. Renaissance schools benefited from per-pupil funding set at 95 percent of the district’s per-pupil revenue, exceeding the typical 90 percent allocated to charter schools. Initially, the legislation mandated new construction for the first facility of a renaissance school, but a 2014 amendment allowed operators to commence operations in temporary spaces while permanent buildings were being constructed or significantly renovated. While the financial responsibility for new facilities rested with the nonprofit operators, the UHA streamlined land acquisition from districts and the state. It also permitted operators to utilize state funds for facility-related expenses such as leases, debt service, or mortgages. This combination of increased funding and reduced obstacles to securing and financing facilities significantly simplified the process of launching new schools.
The emergence of new schools and modernized buildings became a point of pride for Camden’s students and the wider community. Superintendent Paymon Rouhanifard noted the astonishment of parents accustomed to inadequate school buildings, often plagued by extreme temperatures and disrepair. The prospect of new buildings, or even updated interiors with modern technology, served as a tangible demonstration of commitment to the students’ education and well-being. Joe Ferguson from Mastery Schools recounted parents’ emotional responses, “Wow, look what we’ve accomplished here,” reflecting a sense of collective achievement and hope.
These strategic incentives proved instrumental in attracting high-quality school operators and fostering the creation of better educational environments. Mastery Schools, for example, had previously considered opening a charter school in Camden but were specifically drawn to the renaissance school model due to the UHA’s incentives. Ferguson stated definitively, “There was likely no other way we could have financed that without the UHA.” This underscores the critical role of targeted incentives in enabling ambitious educational projects.
Furthermore, these incentives fostered a deeper integration between operators and the Camden community. The UHA application process emphasized “the strength of the support … from the school district, Board of Education, and parents” as a key evaluation criterion. Prior to their selection, organizations like KIPP, Mastery, and Uncommon proactively engaged with parents in the communities they intended to serve. These CMOs held public forums, addressed community concerns, guaranteed student placements, and committed to minimizing disruption during school transitions. Importantly, operators facilitated visits for parents to their existing, successful schools in other cities. These firsthand experiences of well-maintained and effectively run schools helped build parental trust and confidence. These engagement efforts also served to connect CMO leaders with the families and communities they were poised to serve, building a foundation for collaborative partnerships.
