According to charter and school integration
authors Richard D. Kahlenberg and Halley Potter (2014), Shanker and the early backers
of the Minnesota law believed that these schools should be guided by three tenets: experimentation, or the ability to use innovative approaches to teaching and learning that could inform and influence reforms in traditional public schools; teacher
voice in the design and operation
of the school — something Shanker saw as a direct result
of collective bargaining; and integration, in the sense that schools should be ethnically, racially, and socioeconomically diverse.