Contrary to political rhetoric, cyber charter schools are public schools

March 6, 2025

Contrary to political rhetoric, cyber charter schools are public schools

By Jeffrey E. Piccola, Chairman, CCA Board of Trustees

As chairman of the Commonwealth Charter Academy (CCA) Board of Trustees, I find it disgraceful that many of our elected “leaders” in Harrisburg have such disdain for public cyber charter schools.

During a recent state House Appropriations Committee hearing, the chairman of the House Education Committee went so far as to refuse to recognize cyber charter schools as public schools – a stance that is both immature and unfounded.

To the chairman and others who share his view: cyber charter schools are indeed public schools, and they are providing a lifeline to tens of thousands of students in unsafe, underperforming, or mediocre school districts – the intended outcome of the visionaries who championed the cyber charter school law in 2002 and the original charter school law in 1997.

The ire of those opposed to cyber schools was further fueled by a recently released report by the state auditor general that highlighted increases in fund balances for five cyber charter schools.

However, as is often the case in modern politics, our esteemed leaders failed to provide the full context.

Yes, CCA’s fund balances increased by 124% between July 1, 2020, and June 30, 2023, but it’s also true that CCA’s revenues increased by 156% and expenses rose by 219% during the same period. These increases are a direct result of CCA’s enrollment more than doubling, growing from 9,300 to 20,400 students – a 220% increase from 2020 to 2023.

In three years, CCA went from being the 22nd largest public school to the second largest public school in Pennsylvania, second only to Philadelphia.

These increases occurred during the COVID-19 pandemic, a time when Pennsylvania families were seeking online education options for their children. It is only logical that an organization’s revenues and expenses would rise as more students enroll. This is basic economics.

This is not a crisis as has been suggested by the media and some lawmakers.

In comparison, during the same period, school districts increased their revenues by 11%, their expenses by 9%, and their fund balances by 40% while their student enrollment fell by 3%.

Because of the increasing demand for online learning, trying to fit public cyber charter schools into a school district model is misguided and will result in poor public policy that will shortchange students.

Many believed that once the pandemic subsided, students and families would return to their local school districts. The reality has been quite the opposite.

The pandemic raised awareness of cyber charter schools for tens of thousands of families across Pennsylvania, showing them that they could choose the school that best meets their children’s needs.

Many families who enrolled during the pandemic have stayed with CCA, and more families continue to join every day.

CCA now serves more than 34,000 students from all 67 counties – a trend that shows no signs of slowing. CCA has also experienced a significant increase in the number of teachers joining its ranks, as more educators look for opportunities outside of school districts. School choice is broadly embraced by students, families, and educators.

Instead of their persistent the-sky-is-falling, pearl-clutching rhetoric, school district leaders and lawmakers should be examining the success of schools like CCA and learning how to replicate CCA’s model for all students across the state. In fact, they would be better served if they would ask families why they are fleeing their local district schools.

As long as anti-cyber school advocates continue to keep their heads in the sand and fight against cyber charter schools, CCA, and schools like it, will exist because there are unmet educational needs among Pennsylvania families.

We offer families high-quality programs, flexibility, and the option to customize their children’s educational paths.

Education is not a one-size-fits-all endeavor. Every student has unique needs and learning styles. Schools must meet students where they are, something CCA has been doing since 2003.