The U.S. Department of Education, under Education Secretary Arne Duncan and the Obama administration, emphasizes a choice
between public and charter schools and an increased focus on low - performing schools.
Although some charters provide welcoming environments to students with disabilities, allegations of discrimination in enrollment indicate that the gap
between public and charter schools has not occurred by chance.
The delegation posed questions on the key differentiators
between the public and charter school systems.
Not exact matches
Our numbers have expanded to 45 known schools
and initiatives,
and we've started to see the
Public Waldorf Education impulse move from its spiritual home in the West towards its historical roots in the East... with a few stops in
between: schools based on the principles of
Public Waldorf Educationwere granted
charters in Colorado, Wisconsin, Pennsylvania, Idaho
and Florida this year
and are set to open in the fall.
If
public schools are in crisis, it may well be because school reform lurches from cause to cause, from standardized testing to differentiated classrooms, from all - inclusive
public schools to
charter schools
and everything in
between.
The invite to the May 12 event, which costs
between $ 1,000
and $ 3,800 to attend, features a photo of the mayor
and a note from him lauding the Buffalo Democrat as a «champion for
charter schools in the Assembly,» (which is, for the record, a place where that sort of behavior is not widespread),
and also an «outspoken advocate for
public school reform.»
Yes, the budget tosses a few bucks into the
charters» tin cup — ostensibly to close per - pupil funding disparities
between New York City's traditional
public schools
and its 216
charters.
De Blasio also said Thursday night that greater equity
between «good»
and «bad»
public schools would mean parents wouldn't have to choose privately run
charter schools over traditional schools.
De Blasio said the gap
between public -
and charter - school exam proficiency was due more to an ideological divide than educational effectiveness.
Cuomo played a face - to - face role in brokering the April deal
between the city
and Eva Moskowitz, head of the Success Academy chain of
charter schools, according to a newly released round of his
public schedules.
Lines are already drawn
between public school teachers, Gov. Andrew Cuomo,
and the
charter school movement.
David Bloomfield, a professor of education at CUNY's Graduate Center
and Brooklyn College, also said Success» likely expansion could create more of a wedge
between Success
and the city's other
charters, since the network will serve by far the most students
and require the most
public dollars, a sentiment echoed by some independent
charter leaders.
I want to participate in a campaign this year that will highlight for New York's voters the connections
between Governor Cuomo
and the
charter school movement, which feeds like a vampire on
public money
and resources.
In the current study, the researchers analyzed data from 1.7 million K - 12 students in Ohio who attended a traditional
public school,
charter school, or an online
charter school
between the 2009 - 10
and 2012 - 13 school years.
The authors concluded that successful
public charter high schools in low - income neighborhoods can have beneficial health effects,
and could help to close the growing academic achievement gap
between wealthy
and poor students.
«I had expectations of what the parents were supposed to do,» says Melissa Bryant, a math teacher
and dean of students at D.C. Scholars Stanton Elementary, a novel partnership
between the Washington, D.C.,
public schools
and Scholar Academies, a
charter operator.
Based on a wealth of existing evidence, however, we are unable to share in the team's optimism that more complete data might show narrower differences in segregation
between charter and traditional
public schools.
While the exact way forward may vary from one district to another, there should be no further delay in creating state laws
and regulations that level the playing field
between charters and other
public schools.
Competition
between charter schools
and traditional
public schools for students may induce a constructive reaction, an obstructive reaction, or no response.
Charter schools are important intermediaries
between individuals (parents who select schools on behalf of their children)
and the government (which funds education for the
public good).
A reanalysis of the data used in the UCLA report found much smaller differences
between charter and traditional
public schools once more appropriate comparisons were made
between the two groups of schools.
Is there a special education gap
between public charter schools
and district schools?
However, a RAND study found that, in most states, students tend to transfer
between traditional
public and charter schools with similar racial compositions.
Thus, while it appears that
charter students are, on average, more likely to attend hypersegregated minority schools, the difference
between the
charter and traditional
public sector is far less stark than the CRP authors suggest.
While proposing a number of possible strategies, Smith says «there should be no further delay in creating state laws
and regulations that level the playing field
between charters and other
public schools.
For example, dissatisfaction with performance in a
charter middle school that is not captured by test scores (such as discipline issues or a poor fit
between the student's interests or ability
and the curriculum being offered) could lead parents to choose to send their child to a traditional
public high school.
Results using an alternative method designed to address concerns about unmeasured differences
between students attending
charter and traditional
public high schools suggest even larger positive effects.
◦ Trend:
Public support for
charters has remained stable since 2013, as has the gap
between Republicans
and Democrats.
A 2013 quasi-experimental analysis found that, «on average, extended learning time (ELT) tutorials at Match
Charter Public High School raised student achievement on the 10th grade English language arts examination
between.15
and.25 standard deviations per year.»
Those same rules punish any teacher or principal who may wish to transfer
between a traditional
public school
and a
charter school.
We address this question here by examining the link
between the establishment of
charter schools in North Carolina
and average student proficiency rates at the traditional
public schools most affected by the new source of competition.
• There were some turnover differences
between principals at traditional
public schools
and charter schools, but the discrepancy is not as large as some may think.
For 90 percent of the 6,576 transfers in our database, the distance
between the
charter school where the student enrolled
and the traditional
public school the student attended the previous year is less than ten miles.
It is therefore important to consider how the 5,746 «switchers» included in our final analysis, those who attended both a
charter school
and a traditional
public school in North Carolina
between grades 4
and 8, differ from the state's full population of 8,745
charter school students in these grades.
The difference in the rate of achievement growth
between students enrolled in
charter schools
and students in traditional
public schools is substantial.
According to data from the National Alliance for
Public Charter Schools, 12 of Detroit's charter schools closed between 2010 an
Charter Schools, 12 of Detroit's
charter schools closed between 2010 an
charter schools closed
between 2010
and 2013.
The difference
between the
charter and public school teachers is highly statistically significant.
If so, what accounts for the quality differences
between charter schools
and traditional
public schools?
This pattern provides strong evidence that the smaller gains made by these
charter school students are indeed due to the quality of the schools they attend rather than to any unobserved differences
between charter school students
and students in traditional
public schools.
Why are there large gaps
between the percentages of students classified as disabled in
charter and traditional
public schools?
When one segment of respondents was asked to choose
between «support,» «oppose,»
and «don't know,» a similar proportion selected» don't know» as had selected «neither support nor oppose,» again suggesting that Americans either do not understand what
charter schools are or have not made up their minds about them (see «Educating the
Public,» features, Summer 2009).
Almost half of the teachers in Ohio's
charter schools quit their schools in the four - year period
between 2000
and 2004, in comparison with about 8 percent in conventional
public schools
and 12 percent in high - poverty, urban
public schools, suggesting that new organizations are not a magic formula for school stability.
It was, according to the paper's summary, an «article on school - choice movement; competition from
charter schools, publicly - financed free schools, is forcing other
public schools to sell selves aggressively
and forcing parents to evaluate claims; competition for Jersey City, NJ, students
between public schools
and new
charter school planned by for - profit Advantage Schools Inc described.»
Between 2008
and 2009, the portion of the
public saying they favor
charters fell from 42 percent to 39 percent, but that trend reversed in the past year, putting
charter support at 44 percent in 2010.
The difference
between charter and regular
public schools was quickly apparent in Algiers when ACSA began hiring teachers.
In this case, the comparison
between public and private schools was blurred by the fact that half the
public schools in the authors» sample were either
charter schools or recently reconstituted schools operating under special rules.
Support for
charters among
public school teachers fell from 47 percent to 39 percent
between 2008
and 2010, while opposition grew slightly from 33 percent to 36 percent.
As to
charters, there is a funding gap of 28.4 percent (or $ 3,814 per student)
between charter schools
and traditional
public schools.
Between 2009
and 2010,
public opinion on merit pay,
charter schools,
and vouchers all shifted closer to the president's position.
Ritter finds that «when examined more appropriately, the data actually reveal small differences in the level of overall segregation
between the
charter school sector
and the traditional
public - school sector.»