Charter schools in the United States
In 1971, UC Berkeley professors Stephen Sugarman and Jack Coons published "Family Choice in Education" which outlined the concept of a charter school model.
As originally conceived, the ideal model of a charter school was as a legally and financially autonomous public school (without tuition, religious affiliation, or selective student admissions) that would operate much like a private business—free from many state laws and district regulations, and accountable more for student outcomes rather than for processes or inputs (such as Carnegie Units and teacher certification requirements).
[28] As of March 2009[update], 12.5% of the over 5000 charter schools founded in the United States had closed for reasons including academic, financial, and managerial problems, and occasionally consolidation or district interference.
[35] The Federal Elementary and Secondary Education Act, Part B, Sections 502–511 authorizes funding grants for charter schools.
The Center for Education Reform, an organization that advocates in favor of charter schools, has characterized laws as either "strong" or "weak."
"Strong-law" states mandate considerable autonomy from local labor-management agreements and bureaucracy, allow a significant number of charter schools to be authorized by multiple charter-granting agencies, and allocate a level of funding consistent with the statewide per pupil average.
Rod Paige, the U.S. Secretary of Education from 2001 to 2005, issued a statement saying (among other things) that, "according to the authors of the data the Times cites, differences between charter and regular public schools in achievement test scores vanish when examined by race or ethnicity.
"[49] Additionally, a number of prominent research experts called into question the usefulness of the findings and the interpretation of the data in an advertisement funded by a pro-charter group.
[50] Harvard economist Caroline Hoxby also criticized the report and the sample data, saying "An analysis of charter schools that is statistically meaningful requires larger numbers of students.
The introduction of charter schools in the state caused an approximate one percent increase in the score, which constitutes about one quarter of the average yearly growth.
This research could partially explain how other studies have found a small significant difference in comparing educational outcomes between charter and traditional public schools.
A 2006 synthesis of findings conducted by Vanderbilt University indicates that solid conclusions cannot be drawn from the existing studies, due to their methodological shortcomings and conflicting results, and proposes standards for future meta-analyses.
They criticized the CREDO studies for "over-interpreting small effect sizes; failing to justify the statistical assumptions underlying the group comparisons made; not taking into account or acknowledging the large body of charter school research beyond CREDO's own work; ignoring the limitations inherent in the research approach they have taken, or at least failing to clearly communicate limitations to readers.
Legislative enthusiasm, gubernatorial support, interactions with national authorities, and use of permissive charter-law models increase the chances for adopting what they consider stronger laws.
In New York City, the United Federation of Teachers operates a charter school serving grades 9–12 in Brooklyn, NY.
Proponents claim that charters offer teachers a measure of empowerment, employee ownership, and governance that might be enhanced by union assistance (Nathan).
Over two dozen private management companies are attempting to increase their 10 percent share of a "more hospitable and entrepreneurial market" (Stecklow 1997).
[84] A 2011 Phi Delta Kappa International-Gallup Poll reported that public support for charter schools stood at a "decade-high" of 70%.
Many people, such as former president Bill Clinton, see charter schools, with their emphasis on autonomy and accountability, as a workable political compromise and an alternative to vouchers.
In a May 2009 policy report issued by Education Sector, "Food for Thought: Building a High-Quality School Choice Market",[95] author Erin Dillon argues that market forces alone will not provide the necessary supply and demand for excellent public schools, especially in low-income, urban neighborhoods that often witness low student achievement.
Drawing lessons from successful food and banking enterprises located in poor, inner-city neighborhoods, the report recommends that policymakers enhance the charter school market by providing more information to consumers, forging community partnerships, allowing for more flexible school financing, and mapping the quality of the education market.
[96] Higher-income parents "have a greater array of social resources and connections to trust when choosing a school, and making the choice seem almost effortless.
[104] Private businesses and foundations, such as Ameritech and the Annenberg Fund, have provided financial support to some charters in assisting with start up costs for new schools.
They are meant to be held accountable for both academic results and fiscal practices to several groups, including the sponsor that grants them, the parents who choose them, and the public that funds them.
At that time they found that 657 of the more than 5250 charter schools that have ever opened had closed, for reasons ranging from district consolidation to failure to attract students.
The study found that "41 percent of the nation's charter closures resulted from financial deficiencies caused by either low student enrollment or inequitable funding," while 14% had closed due to poor academic performance.
The report also found that the absence of achievement data "correlates directly with the weakness of a state's charter school law.
[119] In a September 2007 public policy report, Andrew Rotherham and Sara Mead of Education Sector offered a series of recommendations to improve charter school quality through increased accountability.
[citation needed] However, some critics argue that the charter movement has shifted into an effort to privatize education and attack teachers' unions.
"[137] As of July 2009[update], "an increasing number of teachers at charter schools" were attempting to restore collective bargaining rights.
