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Description
In a decade and a half, the charter school movement has gone from a glimmer in the eyes of a few Minnesota reformers to a maturing sector of America's public education system. Now, like all 15-year-olds, chartering must find its own place in the world.
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First, advocates must answer a fundamental question: What type of relationship should the nascent charter sector have with the long-dominant district sector? The tension between the two is at the heart of every political, policy, and philosophical tangle faced by the charter movement.
But charter supporters lack a consistent vision. This motley crew includes civil rights activists, free market economists, career public-school educators, and voucher proponents. They have varied aspirations for the movement and feelings toward the traditional system. Such differences are part of the movement's DNA: a National Alliance for Public Charter Schools (NAPCS) study found that the nation's charter laws cite at least 18 different goals, including spurring competition, increasing professional opportunities for teachers, and encouraging greater use of technology.
Because of its uniqueness, chartering is unable to look to previous reform efforts for guidance. No K-12 reform has so fundamentally questioned the basic assumptions--school assignments based on residence, centralized administrative control, schools lasting in perpetuity--underlying the district model of public education. Even the sweeping standards and assessments movement of the last 20 years, culminating in No Child Left Behind, takes for granted and makes use of the district sector.
Though few charter advocates have openly wrestled with this issue, two camps have organically emerged. The first sees chartering as an education system operating alongside traditional districts. This camp contends that the movement can provide more options and improved opportunities, particularly to disadvantaged students, by simply continuing to grow and serve more families.
The second group sees chartering as a tool to help the traditional sector improve. Chartering, the argument goes, can spur district improvement through a blend of gentle competitive nudging and neighborly information sharing.
Both camps are deeply mistaken. For numerous policy and political reasons, without a radical change in tactics the movement won't be able to sustain even its current growth rate. And neither decades of sharing best practices nor the introduction of charter competition has caused districts to markedly improve their performance.
Both camps have accepted an exceptionally limited view of what this sector might accomplish. Chartering's potential extends far beyond the role of stepchild or assistant to districts. The only course that is sustainable, for both chartering and urban education, embraces a third, more expansive view of the movement's future: replace the district-based system in America's large cities with fluid, self-improving systems of charter schools.
A Parallel System
Charter advocates are rightfully proud of their achievements. As of spring 2007,4,046 charter schools were serving more than 1.1 million children across 40 states and the District of Columbia. In a number of cities, charters educate a significant proportion of public school students (see Figure 1). But when compared to the expanse of the traditional district-based system and the educational needs of low-income families, the movement's accomplishments are modest.
Nationwide, only 2 percent of public school students attend charters. Over the last five years, an average of 335 new charters started annually. At this rate, it would take until 2020 for chartering to corner just 5 percent of the national market. Even these humble figures inflate the movement's true national standing. In 2007 nearly two-thirds of charter schools were in only seven states. Today, 24 states have less than 1 percent of their students in charter schools. Though strong expansion continues in places like California and Florida, the 2006-07 school year saw 26 states open five or fewer new schools, while 5 states--because of closures--began the school year with fewer charters than they had the year before.
None of this, however, should be taken as an assault on charters' popularity or effectiveness. In New York, 12,000 students are on charter wait lists; in Massachusetts 19,000; in Pennsylvania 27,000. Students on all of the nation's charter wait lists would fill an estimated 1,121 new charter schools.
Research on student achievement in charters is encouraging. A recent analysis of the charter school studies since 2001 that measured student or school performance over time--the ideal... |
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