Looking Backward to Charter Schools

2020 ◽  
pp. 105678792097433
Author(s):  
Daniel Tanner

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.

Author(s):  
Nathan C. Walker

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.


2013 ◽  
Vol 21 ◽  
pp. 81 ◽  
Author(s):  
Adriana Villavicencio

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.


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

2003 ◽  
Vol 84 (7) ◽  
pp. 542-545 ◽  
Author(s):  
Kim K. Metcalf ◽  
Neil D. Theobald ◽  
Gerardo Gonzalez

2001 ◽  
Vol 1 (3) ◽  
pp. 320-337
Author(s):  
Howard Gardner

In this essay Gardner reviews five recently published books that deal with the charter school movement and/or initiatives to provide school vouchers. He begins the review by summarizing the views of selected critics of education. He then moves on to provide a brief history of the charter school and voucher movements pointing out why these movements are seen as attractive by some educational policy makers, politicians and segments of the public at large. To this he adds his own critical review of the supporting and non-supporting evidence for these movements. The essay ends with Gardner’s own suggestions for educational reform. Chief among these is moving toward “educational pathways,” detailed in his recent book The Disciplined Mind, where diversity within public education is obtained through a variety of schools with differing philosophies and educational emphases. (Abstract by Jerry S. Carlson)


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