Religiously Affiliated Charter Schools

2018 ◽  
Author(s):  
Nathan C. Walker
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
Legal Framework ◽  
Federal Courts ◽  
State Law ◽  
Religiously Affiliated ◽  
Faith Based ◽  
Charter School Movement ◽  
School Movement

Charter schools have grown significantly since 1991, when Minnesota became the first state to enact charter school legislation. Charter schools are public schools, as defined by federal and state law. Thus, when it comes to issues of religion and education, charter schools are bound by the same laws and legal precedents as public schools. As a result, local developers and state chartering agencies that seek to establish religious or faith-based charter schools are likely to fail in state and federal courts. This chapter examines this legal framework in the larger charter school movement.

Looking Backward to Charter Schools

2020 ◽  
pp. 105678792097433
Author(s):  
Daniel Tanner
Keyword(s):  
Charter Schools ◽  
Secondary School ◽  
Charter School ◽  
School System ◽  
Class System ◽  
Margaret Thatcher ◽  
Democratic Experience ◽  
Clear And Present Danger ◽  
Charter School Movement ◽  
School Movement

Charter schools are promoted as a contemporary American invention. But the documented history reveals that charter schools actually evolved over the centuries in England, structured to reflect the highly stratified British class system. The last stand to hold onto the charter-school system in England was waged by Margaret Thatcher under the banner of “parental choice.” But her campaign went down to defeat as the British public opted for the American-style, inclusive and comprehensive secondary school. The charter-school movement raises the clear and present danger of splitting up the American unitary, comprehensive school system at cost to the American democratic experience.

scholarly journals “It’s Our Best Choice Right Now”: Examining the Choice Options of Charter School Parents

2013 ◽  
Vol 21 ◽  
pp. 81 ◽  
Author(s):  
Adriana Villavicencio
Keyword(s):  
Social Capital ◽  
Charter Schools ◽  
Charter School ◽  
Consumer Choice ◽  
Parent Choice ◽  
Choice Processes ◽  
Choice Sets ◽  
Charter School Movement ◽  
School Movement

One of the underlying premises of the charter school movement is that quality drives consumer choice. As educational consumers, parents are viewed as rational actors who, if given the choice, will select better performing school. In examining the choice processes of charter school parents, however, this study calls into question the extent to which some parents can make optimal choices. Interviews with parents enrolled in two different charter schools indicate that charter parents do not necessarily choose higher performing charter schools; nor do they necessarily leave low performing charter schools. The study also provides evidence that parent “choice sets” (Bell, 2009) vary depending on networks and social capital. Thus, choice alone does not necessarily ensure that parents will have better, more equal options.

Nearly Three Decades into the Charter School Movement, What has Research Told us About Charter Schools?

2021 ◽  
pp. 73-106
Author(s):  
Ron Zimmer ◽  
Richard Buddin ◽  
Sarah Ausmus Smith ◽  
Danielle Duffy-Chipman
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Charter School Movement ◽  
School Movement

Music Programs in Charter and Traditional Schools

2016 ◽  
Vol 64 (1) ◽  
pp. 88-107 ◽  
Author(s):  
Jamey Kelley ◽  
Steven M. Demorest
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
Geographic Location ◽  
Music Programs ◽  
Future Research ◽  
School Type ◽  
Urban District ◽  
Music Schools ◽  
Charter School Movement

Since the arrival of the first charter school in Minnesota in 1991, charter schools have become one of the largest movements in educational reform. In recent years, research has emerged that has compared the effectiveness of charter schools with their traditional school counterparts. The purpose of this study was to compare the extent of music offerings between charter schools and traditional public schools in the same urban district and geographic location within the city. Results indicated that while all schools in the sample offered significantly less music than national averages, significantly more charter schools offered music during the school day. Charter schools were more likely to offer traditional music (band, choir, orchestra) as electives. Schools with music programs, regardless of school type, had higher test scores and higher attendance rates even when controlling for differences in socioeconomic status between music and non music schools. Results are discussed in terms of their implications for the charter school movement, arts education policy, and suggestions for future research.

scholarly journals Understanding the Minority Voice in a Pluralistic Society: The Case of Islamic Schools

2019 ◽  
Vol 29 (1) ◽  
pp. 60-76
Author(s):  
Leila H. Shatara ◽  
Maysaa Barakat ◽  
Mounir Bourkiza
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
School System ◽  
The United States ◽  
Muslim Students ◽  
Pluralistic Society ◽  
Islamic Schools ◽  
Faith Based ◽  
School Based ◽  
Racial Lines

With a growing number of faith-based private schools, charter schools, and public schools divided along ethnic and racial lines, the school system in the United States is becoming more segregated. This study aims to examine the reasons some Muslim parents choose Islamic schools over other school options and aspires to inform district and school-based administrators of what could be done to make public schools more responsive to the needs of Muslim students.

State University Roles in the Charter School Movement

2003 ◽  
Vol 84 (7) ◽  
pp. 542-545 ◽  
Author(s):  
Kim K. Metcalf ◽  
Neil D. Theobald ◽  
Gerardo Gonzalez
Keyword(s):  
Charter School ◽  
State University ◽  
Charter School Movement ◽  
School Movement

Fiscal Impacts of Charter Schools: Lessons from New York

2014 ◽  
Vol 9 (1) ◽  
pp. 86-107 ◽  
Author(s):  
Robert Bifulco ◽  
Randall Reback
Keyword(s):  
New York ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Charter School ◽  
Financing Policies ◽  
Traditional Public Schools ◽  
Excess Costs ◽  
Fiscal Impacts ◽  
School Financing

This brief argues that charter school programs can have direct fiscal impacts on school districts for two reasons. First, operating two systems of public schools under separate governance arrangements can create excess costs. Second, charter school financing policies can distribute resources to or away from districts. Using the city school districts of Albany and Buffalo in New York, we demonstrate how fiscal impacts on local school districts can be estimated. We find that charter schools have had fiscal impacts on these two school districts. Finally, we argue that charter schools policies should seek to minimize any avoidable excess costs created by charter schools and ensure that the burden of any unavoidable excess costs is equitably distributed across traditional public schools, charter schools, and the state. We offer concrete policy recommendations that may help to achieve these objectives.

scholarly journals Charter School Authorization: A Gateway to Excellence and Equity

2018 ◽  
Vol 7 (1) ◽  
pp. 15-26
Author(s):  
Karen Stansberry Beard ◽  
Omotayo Adeeko
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
Management Practices ◽  
Educational Inequality ◽  
School Governance ◽  
Quality Education ◽  
Communities Of Color ◽  
Traditional Public Schools ◽  
Governance Models

The lack of quality education many charter schools offer disproportionately and adversely impacts communities of color. This article considered two models of charter school governance in use by California and Ohio. The first model posits that a fundamental tenet of charter schools is freedom from the burdensome bureaucracy traditional public schools bear. Based on the argument that deregulation enables charter schools to employ more innovative instructional and management practices, it assumes higher achievement scores would follow. The second model proposes to address educational inequality by increasing accountability on charter school authorizers by increasing regulatory practices. These models example the variety of governance models extant. In addition, arguments supporting each model are presented. The authors conclude with a discussion that supports the position that while autonomy is essential to maintaining the original objectives of charter schools, states must hold authorizers accountable for student achievement.

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