Education for students and families becomes competative
Limited availability compared to public schools
Limited to families interested
Acception can become biased towards favored families.
( Jan McComb. March 2002)
Cannot properly provide resources for students with disabilities (Rapp & Eckes, 2007 p617)
A large quantity of Charter schools are located in urban areas.
Population = minority students( http://news/wush.edu/news/Pages/901.aspx )
Some fear social stratification
Separating students by achievements, class, race, social class, & culture. (Rapp& Eckes, 2007,p617)
Future of Charter Schools It is no secret that charters were vigorously fought by the educational establishment for many years, seen as a vehicle for taking money from the old-school publics and "diluting" the school district's mission. As years have gone by, we've seen many charters do extremely well (and some still very poorly), as the model has moved into the mainstream and status quoers' ire has instead been directed at vouchers and similar programs.
In many ways, quality charters can serve as incubators for best practice in our school districts. They allow us to strengthen administrative functions and oversights. They allow us to set tough standards and chart the path to reach them. They allow us to innovate, both in terms of instruction and social structures. And they allow us to break the notion that we can't expect more, and we should be satisfied with the status quo. Some say that public schools will eventually take over and there will no longer be charter schools. Others say that charter schools will remain and keep building the standards for the public schools to follow.
TEP Charter School There is one charter school that is located in New York City. This charter school offers an excellent salary for their teachers. Salary is $125,000 a year with a chance to earn bonuses. The teachers have to meet rigorous requirements. At this charter school the teachers have several prep and planning times built in to their daily schedules as well as specific times to observe other colleagues. The teachers are granted a one year sabbatical every five years.
Charter Schools Controversy
Center for Research on Education Outcomes, CREDO, 2010). Charter School Performance in New York City. Retrieved from www.credo.stanford.edu
Charter Schools Research Brief (2008). Center for Urban and Multicultural Education. Retrieved from