2. * 1991 – FIRST CHARTER SCHOOL IN MINNESOTA.
* 1998 – 1,100 CHARTER SCHOOLS, 250,000
STUDENTS ENROLLED.
* 2004 – 3,000 CHARTER SCHOOLS IN 37 STATES
AND WASHINGTON,D.C., 750,000 STUDENTS
ENROLLED.
* CURRENTLY, 5741 CHARTER SCHOOLS IN 41
STATES AND WASHINGTON,D.C.
*
REFERENCES:
CHARTER SCHOOLS. (2012). RETRIEVED SEPTEMBER 7, 2012, FROM HTTP://WWW.NEA.ORG/HOME/16322.HTM.
THE IMPACT OF CHARTER SCHOOLS. (2012). RETRIEVED SEPTEMBER 7, 2012, FROM HTTP//NATIONALCHARTERSCHOOLS.ORG/THE-IMPACT.
LUBIENSKI, C. A., & WEITZEL, P. C. (EDS.). (2010). THE CHARTER SCHOOL EXPERIMENT EXPECTATIONS, EVIDENCE, AND IMPLICATIONS. CAMBRIDGE, MASSACHUSETTS: HARVARD EDUCATION PRESS.
WEIL, D. (2000). CHARTER SCHOOLS: A REFERENCE BOOK. SANTA BARBARA, CALIFORNIA: ABC-CLIO, INC.
3. * NON-RELIGIOUS PUBLIC ELEMENTARY OR SECONDARY SCHOOL
* OPERATES UNDER A CONTRACT OR “CHARTER”
* MUST HAVE OPEN ENROLLMENT
* MAY NOT CHARGE TUITION
* MUST PARTICIPATE IN STATE AND FEDERAL TESTING AND
ACCOUNTABILITY PROGRAMS
* CHARTER MAY BE REVOKED OR NOT RENEWED IF A SCHOOL
DOESN’T MEET ITS PERFORMANCE GOALS.
* EACH STATE DETERMINES ITS OWN CHARTER LEGISLATION
*
REFERENCES:
CHARTER SCHOOLS. (2012). RETRIEVED SEPTEMBER 7, 2012, FROM HTTP://WWW.NEA.ORG/HOME/16322.HTM
O'BRIEN, E. M., & DERVARICS, C. (2012). CHARTER SCHOOLS: FINDING OUT THE FACTS: AT A GLANCE. RETRIEVED SEPTEMBER 7, 2012, FROM WWW.CENTERFORPUBLICEDUCATION.ORG.
4. * PRESIDENT OBAMA – PROCLAIMED MAY 6, 2012 – MAY 12,
2012 NATIONAL CHARTER SCHOOL WEEK STATING,
“…CHARTERS SCHOOLS DEMONSTRATE WHAT IS POSSIBLE
WHEN STATES, COMMUNITIES, TEACHERS, PARENTS AND
STUDENTS WORK TOGETHER.”
* GOVERNOR ROMNEY – WHEN THE 85% DEMOCRATIC
LEGISLATURE PASSED A BILL PUTTING A MORATORIUM ON
ANY NEW CHARTERS, HE VETOED IT.
*
REFERENCES:
OBAMA, BARAK. (2012). PRESIDENTIAL PROCLAMATION – NATIONAL CHARTER SCHOOL WEEK 2012. RETRIEVED ON SEPTEMBER 7, 2012 FROM
HTTP://WWW.WHITEHOUSE.GOV/THE-PRESS-OFFICE/2012/05/07/PRESIDENTIAL-PROCLAMATION-NATIONAL-CHARTER-SCHOOL-WEEK-2012.
ROMNEY FOR PRESIDENT. (2012). RETRIEVED ON SEPTEMBER 7, 2012 FROM HTTP://MITTROMNEY.COM/ISSUES/EDUCATION.
6. * INNOVATION HELPED TO CREATE
TRADITIONAL PUBLIC SCHOOL
SYSTEM
* BASED ON SMART METHODOLOGIES
AND ESTABLISHED PRACTICES
* CHANGING LANDSCAPE, LIVING
STYLE, AND DYNAMICS IN TODAY’S
AMERICAN SOCIETY
* CREATES NEED FOR INNOVATION IN
ALL FIELDS AND PROFESSIONS,
INCLUDING EDUCATION
* CREATES NEED FOR INNOVATION IN
TEACHING METHODS AND
CURRICULUM
*
7. * NOT PROVIDED WITH A LOT OF
FREEDOM
* PRACTICES CARRIED OUT WITH A
LIMITED AND CONTROLLED ELEMENT
OF INNOVATION
*
8. * THRIVE ON INNOVATION
* IDEOLOGY OF THEIR MANAGEMENT
* PROVIDE SPECIALIZED KNOWLEDGE
AND INNOVATIVE MEDIUMS
* TEACHERS PROVIDED WITH
FREEDOM TO EXERCISE INNOVATIVE
IDEAS
* RESULTS IN CUSTOMIZED AND
EFFECTIVE TEACHING STYLES AND
EDUCATION PROGRAMS
*
9. * VARIOUS ESTABLISHED THEORETICAL
MODELS FOR TEACHING THAT ARE
GENERALLY ACCEPTED AND
PRACTICED
* ACT AS LABORATORIES OF REFORM
* CAN ACT AS A CATALYST FOR THE
IMPROVEMENT OF THE PUBLIC
SCHOOL SYSTEM
*
10. * THREE TYPES OF ACCOUNTABILITY
IN EDUCATION TODAY
* BUREAUCRATIC
* PERFORMANCE
* MARKET
*
(Garn & Cobb, 2001)
11. * SUBJECT TO MULTIPLE CONSITUENCIES SUCH AS
PARENTS, BOARD MEMBERS, LEGISLATORS AND THE
GENERAL PUBLIC
* MANY GUIDELINES FOR ADMINISTRATORS AND FACULTY
* TELL ADMINISTRATORS HOW TO RUN THEIR SCHOOL
* TELL TEACHERS WHAT TO TEACH AND WHEN
*
(Garn & Cobb, 2001)
12. * ASSESSMENT TESTING
* SCHOOL EFFICACY BASED ON STUDENT
TEST PERFORMANCE
* NATIONAL ASSESSMENT OF EDUCATION
PROGRESS NAEP TEST: THE NATIONS
REPORT CARD (2003)
* CENTER FOR RESEARCH ON
EDUCATIONAL OUTCOMES (CREDO)
REPORT
*
(Garn & Cobb, 2001)
13. * SUBJECT TO SUPPLY AND DEMAND
* IF A SCHOOL HAS HIGH ACHIEVEMENT
LEVELS THERE WILL BE MORE DEMAND
BECAUSE PARENTS WILL WANT STUDENTS
TO ATTEND HIGH ACHIEVEING SCHOOLS
* LESS BUREUACRACY ALLOWS
ADMINISTRATORS TO HIRE FROM A LARGER
POOL OF POTENTIAL TEACHERS
*
(Garn & Cobb, 2001)
14. * RED-TAPE
* DIFFICULT CERTIFICATION
PRACTICES
PERFORMANCE
* STIFFLED INNOVATION
MARKET * STIFFLED FREEDOM TO CHOOSE
FOR PARENTS, TEACHERS, &
BUREAUCRATIC ADMINISTRATORS
* WE KNOW WHAT’S GOING ON
*
(Garn & Cobb, 2001)
15. * DECISIONS FOR STUDENT ATTENDING
ARE NOT ALWAYS BASED ON HOW WELL
THE SCHOOL IS PERFORMING OR ITS
MARKET BUREAUCRATIC CURRICULUM.
* NARROW VIEW OF SCHOOL SUCCESS
* CHARTER REVIEW PERIOD
PERFORMANCE
*
(Garn & Cobb, 2001)
16. * TODAY’S AMERICAN SOCIETY IS
FACING A HIGH DEGREE OF
DIVERSITY
* NEEDS OF THE STUDENTS DIFFER
GREATLY FROM EACH OTHER
*
17. * HAVE TROUBLE ADDRESSING THE
DIVERSE NEEDS OF THE STUDENTS
FROM DIVERSE BACKGROUNDS
* HAVE STANDARDIZED CURRICULUM
AND TEACHING METHODS WHICH
REMAIN THE SAME AND DON’T VARY
*
18. * CAN BE CONSIDERED THE STRENGTH
AND THE ALTERNATIVE TO THE
PUBLIC SCHOOL SYSTEM PROBLEM
* CUSTOMIZE TEACHING METHODS,
COURSES, AND PEDAGOGY
ACCORDING TO THE COMMUNITY’S
NEEDS
*
19. * CRITICS OF CHARTER SCHOOLS
ARGUE THAT CHARTER SCHOOLS
ARE ADDING TO THE PROBLEM IN
SOCIETY OF DIVERSITY
* HAVE A TARGET MARKET AND THIS IS
WIDENDING THE GAP IN SOCIETY
* TARGET A MARKET BY HAVING A
RIGOROUS CURRICULUM AND NOT
PROVIDING TRANSPORTATION
SERVICES
*
20. WHAT IS THE NATION’S REPORT CARD?
Started in 1969
NATIONAL ASSESSMENT OF EDUCATIONAL
PROGRESS (NAEP)
National Center for Education Statistics
within the U.S. Department of Education.
They are responsible BY LAW to carry out
this test.
Let’s policy makers know how schools are
performing and what students know about
certain subjects.
*
(National Center for Educational Statistics, 2007)
21. *
(National Center for Educational Statistics, 2007)
22. *
(National Center for Educational Statistics, 2007)
23. *
(National Center for Educational Statistics, 2007)
24. *
(National Center for Educational Statistics, 2007)
25. * FIRST NATIONAL ASSESSMENT OF CHARTER SCHOOL IMPACT
* PARTNERED WITH 15 STATES AND WASHINGTON, D.C.
* THERE WERE 2403 CHARTER SCHOOLS IN STUDY
* ANALYZES THE IMPACT OF CHARTER SCHOOLS ON 70% OF THE
CHARTER SCHOOL POPULATION
* FOCUSED ON HOW CHARTER SCHOOL STUDENTS PERFORMED
AND COMPARED IT TO THE PERFORMANCE THEY WOULD HAVE
REALIZED IF THEY WOULD HAVE ATTENDED THEIR ASSIGNED
TRADITIONAL PUBLIC SCHOOL.
*
26. CREDO RESULTS
60%
40%
20%
0%
Superior Same
Worse
* 17% OF CHARTER SCHOOLS STUDIED PROVIDE SUPERIOR
EDUCATION OPPORTUNITIES
* 46% OF CHARTER SCHOOLS STUDIED HAVE RESULTS THAT
ARE NO DIFFERENT FROM THE LOCAL PUBLIC OPTION
* 37% OF CHARTERS SCHOOLS STUDIED DELIVERED
LEARNING RESULTS THAT ARE SIGNIFICANTLY WORSE
*
27. * CHARTER SCHOOL LEGISLATION PASSED IN 1997 (NRS 386.490
– 386.610)
* LOCAL SCHOOL DISTRICTS AND STATE PUBLIC CHARTER
AUTHORITY ARE AUTHORIZING AGENCY FOR THE APPROVAL
OR DISAPPROVAL OF NEW CHARTERS
* CHARTER SCHOOL POPULATIONS MUST NOT DIFFER BY MORE
THAN 10% FROM THE RACIAL COMPOSITION OF THE PUBLIC
SCHOOLS IN THE ZONE THAT THE CHARTER IS LOCATED
* FOR-PROFIT ORGANIZATIONS ARE PROHIBITED FROM
APPLYING TO OPEN A CHARTER SCHOOL
* CHARTER SCHOOL INVOLVEMENT WITH A FAITH BASED
ORGANIZATIONS IS PROHIBITED
*
REFERENCE:
OFFICE OF CHARTER SCHOOLS NEVADA DEPARTMENT OF EDUCATION. (2012). RETRIEVED ON SEPTEMBER 7, 2012 FROM
HTTP://NDE.DOE.NV.GOV/SD_CHARTERSCHOOLS.HTM
28. * THERE ARE 32 CHARTER SCHOOLS IN NEVADA
* SINCE 2000, 11 CHARTER SCHOOLS HAVE CLOSED
* THERE ARE 17 CHARTER SCHOOLS IN CLARK COUNTY
* CLARK COUNTY SCHOOL DISTRICT SPONSORS 7
CHARTER SCHOOLS
*
REFERENCE:
OFFICE OF CHARTER SCHOOLS NEVADA DEPARTMENT OF
EDUCATION. (2012). RETRIEVED ON SEPTEMBER 7, 2012 FROM
HTTP://NDE.DOE.NV.GOV/SD_CHARTERSCHOOLS.HTM
30. References
Budde, R. (1989). Education by charter. Phi Delta Kappan, v70 n7(Mar 1989), p518-20.
CHARTER SCHOOLS. (2012). RETRIEVED SEPTEMBER 7, 2012, FROM HTTP://WWW.NEA.ORG/HOME/16322.HTM.
THE IMPACT OF CHARTER SCHOOLS. (2012). RETRIEVED SEPTEMBER 7, 2012, FROM HTTP//NATIONALCHARTERSCHOOLS.ORG/THE-IMPACT.
LUBIENSKI, C. A., & WEITZEL, P. C. (EDS.). (2010). THE CHARTER SCHOOL EXPERIMENT EXPECTATIONS, EVIDENCE, AND IMPLICATIONS. CAMBRIDGE, MASSACHUSETTS: HARVARD EDUCATION
PRESS.
WEIL, D. (2000). CHARTER SCHOOLS: A REFERENCE BOOK. SANTA BARBARA, CALIFORNIA: ABC-CLIO, INC.
Chen, G. (2009, July 10). Charter Schools Versus Traditional Public Schools: Which One is Under-Performing?. Public School
Review. Retrieved from http://www.publicschoolreview.com/articles/123
Garn, G., & Cobb, C. D. (2001). A framework for understanding charter school accountability. Education and Urban
Society, 33(2), 113-128. doi: 10.1177/0013124501332002
Hoxby, C.M. (2004, September). A Straightforward Comparison of Charter Schools and Regular Public Schools in the United
States. Harvard University and National Bureau of Economic Research. Retrieved from
http://www.wacharterschools.org/learn/studies/hoxbyallcharters.pdf
National Conference of State Legislatures. (2012). Charter School Arguments. Retrieved from http://www.ncsl.org/issues-
research/educ/charter-schools-pros-and-cons.aspx
National Center for Education Statistics. (2007). The nation's report card. Washington, D.C.: National Center for Education
Statistics, Institute of Education Sciences, U.S. Dept. of Education. Retrieved from http://purl.fdlp.gov/GPO/gpo3601
Vergari, S. (1999). Charter schools. Education and Urban Society, 31(4), 389-405. doi: 10.1177/0013124599031004002
Vergari, S. (2002). The charter school landscape. Pittsburgh: University of Pittsburgh Press.
Editor's Notes
OPERATIONAL DETAILS LIKE NAME, ORGANIZATION, MANAGEMENT, AND CURRICULUM ARE SET BY THE CHARTER.State legislation DEFINES WHICH PUBLIC ENTITY, KNOWN AS THE “AUTHORIZER” ISSUES THE CHARTER.
Progressive politicians promote charter schools as a way to create innovative community based learning centers.Conservative politicians admire the charter idea as a way to avoid oppressive government regulations and operate with the notion of competition and parental choice.
A common debating point for an against charter schools is their degree of accountability. Over the past decade plus, there has been a movement to increase accountability for public schools. What people are talking about when they say “accountability” in reference to education is the quality of the education students are receiving and the ability of administrators to run a safe, fiscally balanced facility. There are three ways of looking at accountability in education. These models are 1,2,3
Bureaucratic model - Darling- Hammond “agencies of government which promulgate rules and regulations intended to assure citizens that public functions will be carried out in pursuit of public goals voiced through democratic or legal processes”
Performance model: Concerned with outputs. A periodic report of the attainments of schools and other educational units. A set of indicators or statistics that provides information about how well schools are performing. Levin and Rivera in Garner and Cobb’s Charter School Accountability. Testing is certainly a good way to determine what and how much students are learning, but it tends to cause test driven curriculum. Also, testing methods need to be revisited for both Traditional public schools and charter schools that are based upon how much a student has learned over a year, not a snapshot in time of what they know at that moment. Will discuss NAEP and CREDO later in presentation.
Although the theories behind charter schools make them sound ideal, the performance levels are yet to be achieved as we will see in the next segment on charter school performance.
Traditional public schools are predominantly bureaucratic and performance with a little bit of the market based model. Although the bureaucratic model provides multiple checks and balances, it can be inflexible for some.
In theory charter schools are predominantly held accountable on a market based model, with a little bureaucratic model and performance thrown in. For example, Arizona has some of the most lenient charter school laws in the country. However in most states there is still some bureaucracy in charter school administration particularly in states where governing bodies are more active. A charter still has to adhere to the charter contract. Charter schools are also tested. In Nevada they have to go through assessment testing the same as traditional public schools. There are some downsides of the market based approach to accountability. Decisions for attending a school can be varied – friends, location. Can lead to a narrow view of school success – if a parent does not see a need for math, then a curriculum without math may seem perfectly acceptable to that parent.
NAEP study showed far fewer white students than black students as compared to traditional public schools.Study showed that there were more charter schools located in city core. The 2003 study showed fewer students with disabilities.
Reading – although not significantly different, the general trend shows charter school students below traditional public school students in most SES, racial and location categories
Math scores for all students were significantly lower in charter schools than in traditional public schools particularly in central cities.
Teachers in public schools had a significantly higher number of teachers with teaching certificates and teachers with more experience. Note that the more experience a teacher has, the higher the average scale score. Teachers at charter schools with 10 or more years teaching experience actually had students that performed higher than the public school
Stanford University published 2009Study was possible because of all the student data from regular achievement testing.
17 % OF CHARTER SCHOOLS PROVIDE SUPERIOR EDUCATION OPPORTUNITIES FOR THEIR STUDENTS THAN TRADITIONAL PUBLIC SCHOOL.46%OF THE CHARTER SCHOOLS HAVE RESULTS THAT ARE NO DIFFERENT FROM THE LOCAL PUBLIC SCHOOL OPTIONS.37 %, DELIVERED LEARNING RESULTS THAT ARE SIGNIFICANTLY WORSE THAN THEIR STUDENT WOULD HAVE REALIZED HAD THEY REMAINED IN TRADITIONAL PUBLIC SCHOOLS.
THE LEGISLATION GIVES THE BOARD OF TRUSTEES OF SCHOOL DISTRICTS A METHOD TO EXPERIMENT WITH PROVIDING A VARIETY OF INDEPENDENT PUBLIC SCHOOLS TO THE PUPILS OF THE STATE
