ERIC ED458715: Charter Schools.

25 Pages·2000·0.63 MB·English

by  ERIC

DOCUMENT RESUME
ED 458 715
EA 031 433
Charter Schools.
TITLE
INSTITUTION
Wisconsin Center for Education Research, Madison.
SPONS AGENCY
Office of Elementary and Secondary Education (ED),
Washington, DC.
PUB DATE 2000-00-00
24p.; Theme issue. Published biannually.
NOTE
AVAILABLE FROM
Center Document Service, Wisconsin Center for Education
Research, School of Education, University of
Wisconsin-Madison, 1025 W. Johnson St., Room 242, Madison,
WI 53706. Tel: [phone] (Toll Free); Tel: [phone];
Fax: [phone]. For full text:
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PUB TYPE
Collected Works
Serials (022)
JOURNAL CIT
The Newsletter of the Comprehensive Center-Region VI; v5 n1
Spr 2000.
r.
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*Academic Achievement; *Accountability; Administrative
Organization; *Charter Schools; Economic Factors;
Educational Change; Educational Quality; Elementary
Secondary Education; *Financial Support; Public Schools;
*School Culture; *Teacher Improvement
ABSTRACT
This document deals with the topic of the charter-school
movement. Anne Turnbaugh Lockwood's article focuses on selected, key aspects
of papers commissioned by the Comprehensive Center-Region VI from experts in
the charter-school movement. It discusses the potential for enhanced teaching
and learning in charter schools, management issues that can affect the
success and development of charter schools, accountability, and key
considerations for policymakers. Eva Kubinski's article consists of an
interview with Dr. Wayne Sanstead as to the reasons why North Dakota does not
have charter schools. Audrey Cotherman's piece compares the vast differences
in state laws governing charter schools. Kent Peterson's contribution
discusses the purposes of school culture to sharpen the focus of staff and
students, to build commitment and sense of community, to foster motivation to
achieve valued ends, and to encourage productivity and learning. Stephen
Kailin discusses seven common qualities that seem to characterize successful
schools. Web resources on charter schools are provided. (Contains 27
references.)
(DFR)
Reproductions supplied by EDRS are the best that can be made
from the original document.
THE NEWSLETTER OF THE COMPREHENSIVE CENTERREGION VI
charte schools]
Volume 5, No. 1
Spring 2000
U.S. DEPARTMENT OF EDUCATION
ffice of Educational Research and improvement
PERMISSION TO REPRODUCE AND
FROM
THE DIRECTOR:
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEYOND
ME CONTROVERSIAL
BEEN GRANTED BY
ViThis document has been reproduced as
IN CHARTER SCHOOLS
received from the person or organization
p
Po rfer
originating it.
[ waiter g. secada ]
.
O Minor changes have been made to
improve reproduction quality.
CHARTER'SCHOOLS:
161
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
o
document do not necessarily represent
DIFFERENT MISSIONS,
INFORMATION CENTER (ERIC)
official OERI position or policy.
1
COMMON ISSUES
[ anne turnbaugh lockwood]
DR. WAYNE SANSTEAD:
1113
WHY WE
DON'T
HAVE CHARTER
IN NORTH DAKOTA
SCHOOLS
kubinski ]
eva
CHARTER SCHOOL LAWS:
MOTIVATORS OR BARRIERS
[ audrey cotherman ]
al
SHAPING POSITIVE CULTURES
IN CHARTER SCHOOLS
[ kent d. peterson ]
PROFESSIONAL DEVELOPMENT
1:13
AND
THE
SEVEN Cs OF
SUCCESSFUL SCHOOLS
kailinj
[ stephen
WEB RESOURCES ON
EM
CHARTER SCHOOLS
[ many chaffee ]
COMPREHENSIVE
CENTERREGION VI
Mit
WISCONSIN CENTER
EDUCATION RESEARCH
_THE. SCHOOL OF EDUCATION
UNIVERSITY oF WISCONSINMADISON
BEST
F
COPY
M
AVAIILAB1
F
o 1025 W. JOHNSON ST.
MADISON, WI 53706-1796
608.263.4220
FAX: [phone]
888.862.7763 WEB: www.wcer.wisc.edu/ccvi/
E-MAIL: [email protected]
THE NEWSLETTER OF THE COMPREHENSIVE CENTER-REGION VI
schoo.[Is]
[chaTiter
Volume 5, No. 1
Spring 2000
0 FROM THE DIRECTOR:
BEYOND THE CONTROVERSIAL
FROM THE DORECT
IN CHARTER SCHOOLS
( waiter g. secada ]
BEYN 11. ThEsç
fl
CHARTER'SCHOOLS:
AO LS
DIFFERENT MISSIONS,
CHA.E fE
CO/VIMON ISSUES
[ anne turnbaugh Lockwood ]
DR. WAYNE SANSTEAD:
WHY WE DON'T HAVE CHARTER
MI HARTER SCHOOLJPR PUBLIC
SCHOOLS IN NORTH DAKOTA
[ eva m. kubinski ]
SCHOOLS THAT ARE FREED FROM SOME
REIGULATIONS.THEY
STATE RULES AND
CHARTER SCHOOL LAWS:
ARE DESIGNED FROM THE GROUND UP
MOTIVATORS OR BARRIERS
[ audrey cotherman ]
BY TEACHERS, PARE TS, AND COMMU-
. NITY
MEMBERS TO M ET THE NEEDS OF
f
El
SHAPING POSITIVE CULTURES
THEIR PARTICULAR P PULATION OF
IN CHARTER SCHOOLS
[ kent d. peterson ]
OOLS MUST
STUDENTS. CHARTER S
SPECIFY THEIR PURPOSE AND MISSION.
El
PROFESSIONAL DEVELOPMENT
THEY ARE HELD ACCOUNTABLE FOR
AND THE SEVEN Cs OF
SUCCESSFUL SCHOOLS
STUDENT ACHIEVEMENT AND FOR AC-
[ stephen kailin ]
COMPLISHING THEIR MISSION.
WEB RESOURCES ON
CHARTER SCHOOLS
[ mary chaffee ]
dents for example, referring to "cer-
Like many,earlier school-based edu-
cational innovations, the charter
tain elements" whom they are trying to
schools movement has experienced its
it is also true that many urban
escape
_
charter schools have an explicit
share of controversy. During the fall of
.
,,---
1999, both Education Week and the
antiracist mission or a mission to pro-
vide enhanced opportunities to students
Chronicle of Higher Education contained
whose educations would be otherwise
numerous articles focused on a contro-
constrained. As evident in a cursory
versial aspect of this movement, usually
concerns about the recruitment of a di-
reading of any major newspaper, parents
COMPREHENSIVE
who live in the nation's inner cities are
verse student population. While not de-
CENTERREGION VI
adamant in wanting quality educations
nying that some people associated with
WISCONSIN CENTER FOR EDUCATION RESEARCH
individual charter schools use well-
for their children, and many of these
THE. SCHOOL OF EDUCATION
.UNIVERSITY OF WISCONSIN-MADISON
known code when talking about stu-
same parents support charter schools as
1999, Comstock, Inc.
(continued on page 19)
1025 W. JOHNSON ST. a MADISON, WI 53706-1796 n 608.263.4220 a 888.862.7763 B FAX: [phone]
WEB: www.wcenwisc.edu/ccvi/
E-MAIL: [email protected]
0:
3
CHARTER SCHOOLS: DIFFERENT MISSIONS, COMMON ISSUES
[ anne turnbaugh Lockwood ]
Printed by permission of the North Central Regional Educational Laboratory which supported the writing of this
article
dcospon'sored-the-carifez ei
rwkich-thr-fettrarcri-papers-were-deliverP_d.
0
N OCTOBER 22, 1998, PRESIDENT CLINTON SIGNED INTO LAW THE CHARTER SCHOOL EXPANSION ACT OF 1998. THIS NEW LAW
SIGNIFIES THE RAPIDLY ESCALATING NATIONAL PREMIUM PLACED ON CHARTER SCHOOLS AND UNDERSCORES THE HOPE MANY EDUCA-
TIONAL STAKEHOLDERS HAVE INVESTED IN THIS INCREASINGLY POPULAR EDUCATION REFORM. THIS LEGISLATION, IN FACT, ENCOURAGES
CHARTER SCHOOLS TO PROLIFERATE. As PART OF THIS LEGISLATION, STATES THAT HAVE INCREASED THE NUMBER OF HIGH-QUALITY CHAR-
TER SCHOOLS, HELD ACCOUNTABLE FOR THEIR OWN SUCCESS, WILL FIND THEIR EFFORTS REWARDED WITH FEDERAL FUNDS (U. S. DEPART-
MENT OF EDUCATION, 1998).
Afew facts about charter schools re-
Although charter schools legislation
major impact on the development of
has been approved in the majority of
veal their increasing visibility :
charter schools. These laws determine
states, policies influencing the develop-
who is allowed to sponsor and operate
According to one report, thirty-four
ment and success of these schools are vari-
a charter school, the level of funding
O
states, the District of Columbia, and
able. Policymakers need to consider the
for charter schools, the percentage of
Puerto Rico had charter school laws
following as they work on charter school
state funds they receive, employee re-
as of September 1998, although not
legislation and regulations for their states:
quirements and restrictions, student
all states had charter schools in op-
1. Charter schools are supposed to be
performance requirements, how many
eration (U. S. Department of Educa-
diverse and flexible. What is more,
charters per state will be granted and
tion, 1998). Other states are working
charter school means different things in
how long they will last (U. S. Depart-
on, or have passed, legislation permit-
different states (U. S. Department of
ment of Education, 1998, p. 4).
ting charter schools
although edu-
Education, 1998). It also can mean dif-
cators in a state may not yet have
The charter schools movement ex-
ferent things in the same state, depend-
founded one.
ing on whether the charter school is
cites many educational stakeholders, but
o As of the 1997-98 school year, 717
their enthusiasm often is tempered by
newly created or is a conversion school
charter schools enrolled more than
confusion. While there is considerable
(a school that existed in a different form
162,000 students nationwide (U. S.
but converted to charter status).
information available on charter schools,
Department of Education, 1999).
2. Gathering empirical data about the
it is difficult to access information that
California had the most charter
effectiveness of charter schools can
also is firmly grounded in solid research
O
school students
55,764, which rep-
be difficult. The laws that affect char-
and experience. Clearly, policymakers and
resented one percent of the total pub-
ter schools vary from state to state,
practitioners
as well as other educa-
lic school enrollment in the state.
and these schools and the legislation
need a reliable
tional stakeholders
o
During the same school year, Arizona,
that influence them are complex and
knowledge base on which to base their
the second highest-enrolled state,
diverse. For these reasons, it can be
efforts related to charter schools.
had approximately 25,128 students in
very misleading to compare charter
To contribute to this emerging knowl-
schools in one state with those in
more than three
charter schools
edge base, the Comprehensive Center
percent of the state's public school
Region VI initiated a tightly focused
another. Since accountability is a key
enrollment (U. S. Department of
reason for charter schools, uneven
working conference, Charter Schools:
Education, 1999).
legislation contributes to the difficul-
Developing Policy & Practice, which was
ties associated with assessment of
As of September 1998, the total num-
held September 24-25, 1998 in Minne-
O
ber of operational charter schools
charter schools' effectiveness.
apolis, Minnesota. This conference was
nationwide numbered 1,050 (U. S.
cosponsored by the Minnesota Depart-
3. State laws that govern charter schools
Department of Education, 1999).
vary among themselves and have a
ment of Children, Families (Sz. Learning
A
1 2 1.
tors frequently cited by ed'ucators as
educational structures (Manno, 1998).
and the North Central Regional Educa-
In the case of Fenton Avenue Char-
tional Laboratory (NCREL). It was
causes of school failure.
The majority of Fenton Avenue's
ter School, charter school status allowed
funded in part by the U. S. Department
staff to decide on and enact the follow-
students came from households of acute
of Education.
ing changes which ultimately improved
poverty. The neighborhood surrounding
The Comprehensive CenterRegion
the quality of teaching and learning for
the school was riddled with crime. An
VI commissioned papers from experts in
ever-increasing number of students did
all students:
the charter schools movement nation-
The school's instructional program
o
not speak English, and staff members were
wide, c'arefully seeking a wide variety of
became the primary focus as the char-
not equipped adequately to deal with their
perspectives and experiences. The au-
ter petition was written.
language needs. Although parents and
thors included researchers who have
o
The school's governance plan included
family members may have cared about
studied charter schools extensively, char-
all educational stakeholders, with all
how well their children performed in
ter school operators who represented
staff participating on school councils
school, this was not reflected in parental
dramatically different approaches to
participation in parent-teacher confer-
of their choice.
teaching and learning, and advocates/
O The quality of governance was assured
ences. And although most staff members
proponents of charter schools. These
through the presence of an overarching
were well intentioned, they were ground
papers have culminated in a monograph,
governance body which closely moni-
down by many of the daily obstacles they
Charter Schools: Common Issues, Differ-
tors the actions and performance of
faced (Surnida, 1998).
ent Missions, which has been shaped into
school governing councils (the Coun-
Today, Sumida continues as Director
a practical, research-based guide for prac-
cil of Councils). The Council of Coun-
of Instruction at Fenton Avenue, but the
titioners and policymakers.
cils ensures a balance of
and
. new
school now has charter status. Achieve-
This article focuses on selected, key
ment has improved. Teachers have
inexperienced teachers, paraprofession-
aspects of these papers that have clear
als, parents, year-round staff, and new
assumed active roles as school leaders, par-
implications for both policy and practice.
ticipating in school governing councils
or experienced council members.
In particular, we discuss:
The school day was extended to in-
with other educational stakeholders.
o
the potential for enhanced teaching
o
clude enrichment activities, small
Many faculty departed, finding their edu-
and learning in charter schools,
group tutorial opportunities, and a quiet
cational beliefs and philosophies incom-
15 management issues that can affect the
patible with the new emphasis on the
study hall with teacher supervision.
success and development of charter
O Class size was reduced to 25 students
quality of instruction for all students.
schools as well as the quality of teach-
in all grades from a previous count of
once dramatic, as when three
Crime
ing and learning,
33 students per class.
siblings rode their bikes to school together
accountability in charter schools, and
1m
was placed on professional
A premium
and emerged to find all three bikes stolen
O
key considerations for policymakers as
Eti
development, ensuring that teachers
has subsided. What happened?
they construct and refine charter school
remain connected to innovations in
legislation in their states.
education beyond the walls of the char-
INFLUENCING THE QUALITY
ter school. This link to high-quality,
OF TEACHING AND LEARNING
TEACHING AND LEARNING
in-depth professional development
IN CHARTER SCHOOLS
To Sumida and many of her col-
wards off the possibility that ideas and
-instruction could become insular.
When Irene Sumida pushed open
leagues in charter schools nationwide, this
O A strong focus was plaCed on equity
schoolwide improvement can be found in
the doors to Fenton Avenue Elemen-
the relative freedom charter schools
and on improving relationships among
tary School in Los Angeles on her first
the African American, Hispanic, and
day as Director of Instruction, chaos relieved of the bureaucratic bur-
enjoy
Caucasian communities . Nurturing
greeted her. Fenton Avenue Elemen-
den that encumbers other public schools.
these relationships among Fenton
This freedom, while variable from state
tary, which had a long, negative repu-
to state, allows charter schools to steer
Avenue's primary student/family popu-
tation as an unsafe school with discour-
agingly low student achievement,
lation paid off in terms of heightened
their own course and establish their own
parent/family involvement in their
seemed an unlikely candidate for
educational visions. And this freedom can
children's schooling as well as more
schoolwide success. Instead, its staff
be heady indeed to educational entrepre-
neurs who are eager to educate in ways
positive relationships among racial and
confronted many out-of-school factors
not easily permitted by bureaucratic
ethnic groups.
common to inner-city schools
fac-
5131
levels prior to advancement.
Parker divides itself into two broad
disciplines: Arts and Humanities juxta-
posed with Math, Science, and Technol-
ogy (Nehring, 1998). A strong emphasis
is placed on interdisciplinary work.
7,..1
Teacher teams discuss, argue, and contend
wimbiimme
with knotty questions related to curricu-
lum not only during their planning time
during the summer, but throughout the
academic year.
Key characteristics of Parker that
are facilitated by its charter school sta-
tus include:
o The work year for teachers includes
four weeks during the summer that
,
are unpaid; this is stipulated at the time
.1
faculty are hired.
The curriculum is intellectually rig-
o
o
A strong bilingual education program
sachusetts, faculty go through an exhaus-
orous, much like a high-quality gradu-
continued to be a priority at Fenton
tive, painstaking process as they plan cur-
ate school seminar that challenges
Avenue Elementary School for its Lim-
riculum for the year ahead. Central to this
faculty as well as students.
ited English Proficient (LEP) student
process is faculty's view of themselves as
o Teacher work on curriculum is col-
population, despite the passage of Cali-
ongoing learners (Nehring, 1998).
laborative and interdisciplinary,
Rather than seeing themselves as
fornia Proposition 227. In addition, par-
rather than fragmented, isolated, and
ents are able to attend ESL classes
authorities whose duty it is to impart a
piecemeal.
during the evening, taught by a mem-
codified body of knowledge to students,
o Classes are small in size and focus
ber of Fenton Avenue's faculty.
faculty have a much more humble view;
on in-depth understanding of com-
o Weekly parenting classes in the
they see themselves as more experienced
plex material rather than broad cov-
school's Family Center are tailored
learners than their students but deeply
erage of many superficial concepts
to the needs of the parents and fami-
invested in the learning process
an
(Nehring, 1998).
lies that comprise the Fenton Avenue
investment they model for their students.
community.
They willingly put in four weeks of un-
As these two examples illustrate,
o Parents' vocational and social needs
paid time in the summer to begin their
teaching and learning in charter schools
are addressed through an active, on-
own contemplation and questioning of
can encompass different missions and re-
going program of counseling that en-
the content that will be the focus of the
flect both the values and needs of local
compasses everything from vocational
academic year ahead.
school staff, parents, students, and other
There are no grades for student
preparation, the acquisition of English
educational stakeholders. In fact, charter
language skills, to coping with divorce
work at Parker. Although most Parker
school advocates point to this mirroring
and grief (Sumida, 1998).
students enroll in selective colleges or
of stakeholders' values
along with the
universities
which means they must
freedom to enact those values
as one
score well on standardized tests such as
of the most compelling arguments for
the SAT
other measures of student
these public schools of choice.
DIFFERENT MISSIONS,
learning are valued. Elaborate student
COMMON ISSUES
But charter school operators must
portfolios and exhibitions are the
grapple with the practical in ways they
Across the country, another charter
markers of student progress. Students
may not anticipate. They need consider-
school has a totally different concept of
are not automatically passed from one
able management savvy to enact their
what it means to engage students and
grade to the next; rather, they must
educational visions and ensure that they
teachers in the learning process. At
master the content and thinking em-
are appropriate for their students and the
phasized at their respective grade
Francis W. Parker School in Devon, Mas-
families they serve. If they are not pre-
4
but now,
keep its expenditures legal
from transporting the school's students to
pared to deal with a host of new demands,
without any help from the chartering
acquiring funds to buy adequate instruc-
a myriad of management issues could sink
agency. On the other hand, it is freed from
tional materials. Professional develop-
their schools.
seeking approval for expenditures.
ment, in particular, can be jettisoned as
Where does school finance policy
charter school operators look at their
MANAGEMENT ISSUES
enter this picture? Timing is critical. If
dwindling resources and try to economize
AND CHARTER SCHOOLS
funding comes from the state or the dis-
yet ongoing professional development
trict in which the charter school is housed,
is critical to the success of charter schools
While the early success from Fenton
funds often do not arrive in time for the
so that staff can continue to develop and
Avenue and Francis W. Parker is encour-
school to meet its payroll or to purchase
as are similar accounts from
refine their skills so that the school's edu-
aging
necessary materials (Picus, 1998, p. 8).
cational mission can be realized.
charter school
other charter schools
Budgets are helpful documents for
Policymakers need to be attentive to
operators readily admit that even seem-
policymakers and charter school opera-
the fiscal problems with which charter
ingly mundane management issues can
tors, Picus emphasizes, because they
schools must contend and to how restric-
swamp the most carefully conceived vi-
should give both groups of educational
tive financial policies can be detrimental
sions of teaching and learning. As Picus
stakeholders a clear image of what the
to the development of charter schools
(1998) points out, too frequently char-
(Manno, 1998, p.12). In particular,
school needs in order to enact its mission.
ter school applicants receive word that
Standards for fiscal reserves established by
Manno points to the following common
their applications for charter status have
state policymakers also are key in guiding
been approved and then are expected
problems:
charter school operators toward accurate
to have their schools up and running
o a lack of start-up funds,
estimates of the monies needed to keep
o reduced operating funds if the full
with a
within a matter of weeks
charter schools open and thriving.
complement of federal, state, or local
brand-new staff, innovative educational
Just as charter schools must grapple
mission, and strong measures for ac-
monies cannot be secured,
with the practical issues that suffuse all
o uneven cash flow, and
countability in place.
teaching and learning, they also must
o school finance formulas that do not
Fiscal matters, once the domain of
come to terms with the spotlight that
consider the unusual situation of
central office personnel, suddenly fall to
has been placed on them that demands
charter schools (p. 12).
charter school operators who may have
improved accountability for student per-
limited financial experience and exper-
formance. In fact, accountability for
Picus (1998) emphasizes that char-
tise. As a result, they may construct a
charter schools will become increasingly
ter schools bear a tremendous burden due
budget inadequate for the school's needs.
prominent as charter schools proliferate.
to their precarious financing. Whether
Because of the lack of start-up time, they
the school is a new, start-up school or a
may secure monies that are insufficient
conversion school (a school that previ-
to hire experienced, certified staff. And
ACCOUNTABILITY IN
ously existed within a public school dis-
CHARTER SCHOOLS
because they lack training in fundraising,
trict as a noncharter school) influences
they may lack the confidence necessary
Advocates of charter schools argue
the degree of control that the sponsor-
to secure additional funds necessary to
that these public schools of choice are
ing agency maintains over the charter
allow the school to function smoothly
held to tighter and higher standards than
school's financial decisions.
(Gruber, 1998).
other noncharter public schools. This is
Manno and his colleagues on the
If a charter school is dependent upon
one way, they believe, that charter schools
a local school district as its chartering
Hudson Institute Charter Schools Study
can influence and improve noncharter
agency, it needs approval for its expendi-
argued that charter schools should be seen
public schools. They reason that if stu-
tures in advance, and it must follow that
but they usually are
as small businesses
dent achievement in noncharter public
agency's expenditure requirements (Picus,
managed by staff whose expertise lies out-
schools falters or is unsatisfactory, these
side the business of running a school
1998). This arrangement offers some, but
other schools are able to continue to
not enough, freedom from bureaucratic
(Vanourek, Manno, Finn, and Bierlein,
operate with a "business as usual" attitude
restrictions central to the entire argument
1997). If states require charter schools to
(Manno, 1998).
for charter schools in the first place.
open their doors too quickly (immediately
But charter schools must show
lf, however, a charter school is fiscally
after granting the charter), even the most
heightened student achievement or face
independent of the chartering agency, it
brilliantly crafted educational vision can
the revocation of their charters after a
still must maintain a balanced budget and
bog down with problems that can range
The charter school's goals should be
O
of student progress as well as student per-
In fact, charter school
explicit in the charter proposal; these
formance on standardized measures. In
advocates point to this
goals should be tied to assessment.
particular, legislators need to ask: Do
The sponsoring agency and prospective
mirroring of stakeholders'
charter school students meet state-estab-
O
charter school should agree on the tools
lished standards (if such standards exist)?
values
along with the
that will be used to measure student
The integrity of the charter school's
freedom to enact those values
progress prior to granting the charter.
mission and educational vision also needs
as one of the most
Baseline data should be gathered with
to be emphasized in the laws that govern
Li
the help of the sponsoring agency.
compelling arguments for
charter schools. As sponsoring agencies
Charter schools should understand and
O
consider a charter school proposal, their
these public schools of choice.
be prepared to comply with state char-
criteria should be clear. Does the prospec-
ter laws that govern accountability.
tive charter school have a sound mission
certain period of time (typically, three to
Charter school operators should re-
O
and educational vision? What is the ra-
five years). This demand for results pro-
view and know about the various mea-
tionale for the educational vision? What
vokes best practices and it provides
an
sures that are used in the state as well
makes the charter school distinctive?
incentive for school staff to focus on out-
as non-standardized measures that
Are there solid student recruitment
comes. But how should student achieve-
could complement their assessment of
plans in place? What provisions exist for
ment be measured in charter schools? Is
student progress.
hiring and recruiting qualified staff?
it fair to compare charter schools to
Charter school operators should pre-
How will the charter school, if a con-
O
noncharter public schools
given their
pare a clear annual rePort that is avail-
version school, deal with recalcitrant
much briefer existence?
able to the sponsoring agency and to
staff who are not "on board" with the
a
As Nathan and Cheung (1998) point
variety of educational stakeholders in-
school's educational vision?
out, charter schools must be responsive
cluding parents, news media, students,
Finally, legislators need to consider
to the same accountability measures used
community groups, and legislators. This
how sponsoring agencies in their states
by noncharter public schools, such
as the
annual report should be available in ab-
can help or confound charter schools as
standardized tests that are used within
a
breviated form as appropriate (Nathan
they struggle with management issues
state. As public schools, it is unreason-
and Cheung, 1998, pp. 19-21).
with little start-up time. Do state laws
able to expect charter schools not to ad-
provide for adequate help to charter
here to the same measures as noncharter
schools
or, is there a "sink or swim"
KEY CONSIDERATIONS
public schools. However, Nathan and
mentality? At their best, state laws can
FOR POL1CYMAKERS
Cheung also note that charter schools are
guide sponsoring agencies so that charter
more active than noncharter public
As charter schools continue to in-
schools will begin operation with ad-
schools in employing other, nonstandard-
crease in number, policymakers need to
equate funds, with the full complement
ized measures to assess student achieve-
develop legislation that allows the free-
of monies available to them, and with
ment, such as portfolio assessments.
dom so appealing to these schools of
assistance in hiring and recruiting the
Although issues related to account-
choice and their advocates. This freedom
most qualified staff.
ability and assessment of student achieve-
needs to take into account whether there
ment are complex, Nathan and Cheung
will be caps on the .number of charter
recommend some guiding principles for
schools allowable in a state and whether
REFERENCES
both the sponsor and the charter school:
the sponsoring agency will allow enough
The accountability plan should be
latitude to the charter school so that it
Gruber, G. (1998, September). Gover-
jointly developed and monitored (by
truly can operate independently.
nance issues for charter schools.
Paper prepared for the Comprehen-
both sponsor and charter school).
Legislators need to make accountabil-
sive CenterRegion VI, Wisconsin
ra The charter school's mission and
ity especially critical. Charter schools
Center for Education Research,
curriculum should be tied to state
should not be exempt from measures of
University of WisconsinMadison.
standards.
student progress to which other public
Manno, B. V. (1998, September).
I The standard for improved student
schools are held. However, since charter
Charter Schools: Origins, problems,
achievement should be clearly stated
schools can be closed if they do not show
and future prospects. Paper prepared
by the charter school and considered
heightened student achievement, legisla-
for the Comprehensive Center
carefully by the sponsor.
tors need to consider a range of measures
Region VI, Wisconsin Center for
8
6 ]
1
Education Research, University of
DR. WAYNE SANSTEAD:
WisconsinMadison.
Nathan, J., & Cheung, S. (1998,
WHY WE DON'T HAVE CHARTER
September). Assessing the impact of
public charter schools. Paper
prepared for the Comprehensive
SCHOOLS IIN NORTH DAKOTA
CenterRegion VI, Wisconsin
Center for Education Research,
University of WisconsinMadison.
eva m. kubinski
Nehring, J. (1998, September). A focus
on teaching and learning: Curricu-
lum and assessment at the Francis W.
Parker Charter Essential School.
ORTH DAKOTA IS A STATE IN A SPECIAL POSITION. WHILE ITS STUDENTS DO WELL
Paper prepared for the Comprehen-
WHEN COMPARED WITH OTHER STATES ON MEASURES OF ACHIEVEMENT (NORTH DA-
sive CenterRegion VI, Wisconsin
KOTA DEPARTMENT OF PUBLIC INSTRUCTION, 1998), NORTH DAKOTA IS FACING DE-
Center for Education Research,
University of WisconsinMadison.
CLINING ENROLLMENT AND HAS A TAX BASE THAT RELIES ON AN AGRICULTURE-BASED
Picus, L. 0. (1998, September). Man-
ECONOMY THAT HAS NOT DONE WELL THIS YEAR. RANGING FROM A HIGH OF APPROXI-
agement issues [in charter schools].
MATELY 170,000 STUDENTS IN 1968 TO THE CURRENT LEVEL OF 112,000 STUDENTS,
Paper prepared for the Comprehen-
STATE ENROLLMENT IS EXPECTED TO DROP YET ANOTHER 10 PERCENT IN THE NEXT DE-
sive CenterRegion VI, Wisconsin
CADE (EDUCATION WEEK, 1999, NOVEMBER 3). ACCORDING TO THE 1999 NORTH
Center for Education Research,
University of WisconsinMadison.
DAKOTA DEPARTMENT OF PUBLIC INSTRUCTION BIENNIAL REPORT, IN 1961 THERE
Sumida, I. (1998, September). Teaching
WERE ONE THOUSAND SCHOOL DISTRICTS IN NORTH DAKOTA. CURRENTLY THERE ARE
English language learners in a
ONLY 229. THIS SAME REPORT STATES THAT FEW DISTRICTS IN THE STATE HAVE STABLE
charter school. Paper prepared for
the Comprehensive CenterRegion
OR INCREASING ENROLLMENTS, WITH RURAL SCHOOLS SEEING THE GREATEST DECLINE.
VI, Wisconsin Center for Education
ADDITIONALLY, THE SCHOOLS IN THE STATE WITH SIGNIFICANT NUMBERS OF AMERICAN
Research, University of Wisconsin
INDIAN STUDENTS, PRIMARILY LOCATED IN RURAL COMMUNITIES, CONTINUE TO
Madison.
STRUGGLE TO RAISE THE ACADEMIC ACHIEVEMENT AND GRADUATION RATES OF ALL
U. S. Department of Education (1998).
Internet: http://www.uscharter
THEIR STUDENTS.
schools.org/gen-info/gi-main.htm
U. S. Department of Education (1999).
Internet: http://www.ed.gov/pubs/
ter schools in North Dakota. What is the
Dr. Wayne Sanstead has served North
charter3rdyear/8.htm
basis of your concerns?
Dakota for more than thirty years,
Vanourek, G., Manno, B.V., Finn, C. E.
including terms as State Representative,
Jr., & Bierlein, L. A. (1997, June).
One of my major concerns about
State Senator, Lieutenant Governor, and,
Charter schools as seen by those who
charter schools is what I see as a poten-
currently, as the most senior Chief State
know them best: Students, teachers,
tial lack of oversight when they are
School Officer in the United States. Part
and parents. Charter schools in
implemented outside of the public edu-
of his charge as the State School Super-
action: A Hudson Institute Report.
cation system. That lack of oversight can
intendent is to promote the continuation
Washington, DC: Hudson Institute.
lead to excesses that harm the education
of educational excellence in North Da-
system as a whole. Without accountabil-
kota schools. Dr. Sanstead has previously
ity and some sort of overview, charter
expressed his concerns about the viabil-
schools can pull needed resources from
ity and potential success of charter schools
[ about the author ]
public schools, harming their ability to
in North Dakota. This interview probes
adequately serve their remaining students.
his view of charter schools in the context
ANNE TURNBAUGH LOCK-
For example, a colleague in Arizona
of North Dakota's educational system.
WOOD is an Associate Researcher
recently sent me a news article about a
with the Comprehensive Center
school district in his state that spent huge
Fa" Dr. Sanstead, initially you had ex-
Region VI and its newsletter editor.
amounts of money on the transportation
pressed a hesitancy about having char-
(71
a
of students to attend a charter school. The
to having charter schools in our state.
Even with your concerns, you even-
transportation costs per student were sig-
Transportation costs and a declining en-
tually tried to enact legislation that
nificantly higher than the cost of trans-
rollment in our primarily rural school
would allow school districts to set up
r.
porting those same students to their
districts are among the most significant.
charter-like schools. Why the change
neighborhood schools. The number
A lack of legislation allowing for charter
of heart?
quoted in the article was that charter
schools is another barrier.
school transportation in Arizona cost up-
Transportation costs increase as
We sponsored SB 2175 which was
wards of $30 million
an expense that
travel distance increases. Many of the ru-
a comprehensive waiver proposal. It was
the article calculated could have been
ral school districts already bus their stu-
a proposed expansion of an existing
used to build six new schools (Mesa Tri-
dents long distances so they can attend
waiver that allows for greater flexibility,
bune, 1999, December 28). This story is
their home school. Any rural charter
with new accountability pieces in the ap-
an example of how the system can be
school would have to have significant
plication process. It came out of our
taken advantage of
to the detriment
transportation costs if they were to attract
school improvement process with the in-
of other students.
enough students to be viable.
tent of supporting innovative education
I also have strong concerns about
Declining enrollment is a factor that
projects in a public school setting. The
accountability. I think that competition
cannot be ignored. In North Dakota, half
proposal included a required commitment
has a healthy influence on education. This
of the public school districts have fewer
by participating districts to achieve im-
was one of the original reasons for the start
than 200 students. Twenty districts have
proved student achievement levels.
of the charter school movement. A well
The intent of proposing this legisla-
designed and implemented charter school
tion was somewhat of a defensive move
As a result of poor economic
allows the featuring and supporting of stu-
to forestall other versions that could
times in this state, due to a re-
dent strengths and talents. But in many
be more detrimental to public education
cent downturn in agriculture,
states, we are not really seeing any true
in North Dakota. We also wanted to
competition or utilization of this oppor-
we can ill afford to have more
make sure high accountability and a com-
tunity to capitalize on the chance to do
mitment to work toward achieving to
schools competing for ever
something special. Instead, charter
challenging standards would be required.
scarcer dollars.
schools are being protected, but not in a
Additionally, if it had passed, North Da-
way akin to private enterprise. While
kota would have been eligible to apply for
fewer than two dozen students. These
private enterprise is supposed to be self-
and receive federal charter school funds
small student numbers in most of the
regulating, charters are not always doing
to fund start-up planning at the district
so. Charter schools have also been able
state would make it almost impossible for
level. However, SB 2175 failed.
a charter school and a public school to
to use public tax collars unlike private
I believe that part of what happened
exist within a given community unless
businesses. I am concerned that we are start-
is that there is a view among the public
the charter school was located in the
ing to see charter schools that have taken
that what is needed is to strengthen lead-
same community, or if there were an
advantage of the regulatory flexibility with-
ership and organization of existing public
exceptional level of financial support for
out providing improved education.
schools before we think about adding
transportation.
Honestly, I have no problem with
more to the system. We were on the right
good, well-planned charter schools that
Additionally, if an already low-popu-
track with the innovative education
are under the umbrella and control of
lation district's student numbers were re-
projects sites legislation. I am especially
duced as a result of students' being pulled
public schools and are accountable to an
pleased at this effort that aimed at both
out, the result could be the need to close
elected school board. These charters can
freeing public schools from restrictive re-
give students special opportunities and
down the public school. Many districts are
quirements and rewarding them for being
experiences, be it in arts, in technology,
having a hard time keeping their doors open
accountable.
with their current enrollment. The last
with a special instructional focus, or to
meet a group of students' special needs.
thing they need to be doing is putting their
aWhat would your ideal charter
time and effort into fighting off a charter
school look like?
(MI What are
some barriers to having
school. As a result of poor economic times
in this state, due to a recent downturn in
charter schools in North Dakota?
A
I would like to see charter schools
agriculture, we can ill afford to have more
that promote the development of special
za, There
are several distinct barriers
schools competing for ever scarcer dollars.
expertise and talents, with highly corn-
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