Charter Schools: What Works?
Charter Schools are public schools which are funded and operate under the terms of requirements of a contract. Many parents and children are happy with the Charter Schools The accountability standards for these schools are set out in the federal Elementary and Secondary Education Act of 1965 (ESEA) as amended by the No Child Left Behind Act of 2001. (NCLB) In the work entitled: "Evaluation of the Public Charter Schools Program: Final Report - Executive Summary" stated is the comparison of the accountability standards as compared to those of the public school.1.Reporting student achievement results on statewide assessments:Charter Schools - 100% of states hold the school accountable2.Reporting on other student performance indicators, e.g. attendance rates 4.Aligning of curriculum to state standards (n=31)This research study is much as stated by a proposed government funded study on Charter Schools which was reported to have been re
The fact that charter school reforms are not what were originally intended is another reason for policymakers and policy analysts to rethinkwhat characteristics or features should be present in strong charter school laws. The charter school structure experienced difficulties in the areas of start-up specifically due to facilities and staffing; and the charter school was characterized by (3) minimal and insufficient finance in various states; and (4) autonomy was not the actual state of affairs as it very limited. " (NEA, 2004)The reports are very conflicting. Their parents are satisfied and engaged. The measures of this success will be based on what parents, children and teachers who support the charter schools based success from their perspective. We conducted a three-year qualitative study of four charter schools in Ohio (Sullins & Miron, 2005). ' (Ibid)The Education Week report entitled: "More and More States Embrace Charter School" states that a Hudson Institute survey of approximately 5,000 charter schools report findings that: "Charter schools are havens for children who had bad educational experiences elsewhere, such as low-income children, "at-risk" children, minority children and children with learning disabilities and behavior problems. (2004) Facts offered as proof in support of the foregoing statement are the following:The Charter located in areas with a high population of Hispanic students have a "7. " (Archibald, 2004) Proficiency advantages were stated to be at 35% in the District of Columbia; 8 percent in California; 7 percent in Arizona; and 11 percent in the state of Colorado. The impact of charter schools on student achievement will be examined as well as precisely how the charter school differs from other public schools in relation to (1) Goals; (2) Expectations, (3) Curricula; (4) Teacher qualifications; (5) Methods of assessing achievement; and (6) The types of students served. Standardized testing pressured the charter schools in terms of performance driven by the administration in Washington and the scoring focus of the No Child Left Behind Act, sadly waving to many children behind and slipping in education in the last wake of the act have taken its toll on what the charter school structure had intended in theory to be. These evaluations covered data collected between 1997 and 2001. Provision of Technical Assistance - This is critically required with stated examples being: (i) assistance with application process; (ii) compliance with state and federal regulation adherence (special education); (iii)development and strengthening of accountability planning; and (iv) board member training. One individual interviewed in the news report, a gentleman by the name of Omar Khalif states that: 'Parents should focus on what's best for the child. This evaluation covered three academic years from 1999 to 2002.
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