Charter Schools (continued)

"Charter schools are havens for children who had bad educational experiences elsewhere," according to a Hudson Institute survey of students, teachers, and parents from fifty charters in ten states. More than 60 percent of the parents said charter schools are better than their children's previous schools in terms of teaching quality, individual attention from teachers, curriculum, discipline, parent involvement, and academic standards. Most teachers reported feeling empowered and professionally fulfilled (Vanourek and others 1997).

Nathan points to three other signs of progress:

1. harter schools in California, Colorado, and Minnesota have had their contracts renewed because they produced measurable achievement gains, including that of students from low-income families. 
2. The charter idea has helped stimulate improvement in the broader education system. For example, the Massachusetts charter law permitting applicants to go directly to the state board for a charter helped convince Boston to create its own "Pilot School" program. Minnesota districts, which had refused to create Montessori public schools, did so after frustrated parents began discussing charters. 
3. Civil-rights and advocacy groups are trying to create charter schools. This includes civil-rights legend Rosa Parks, and groups like the Urban League and ACORN (Association for Community Organizations Reform Now) (Nathan, personal interview).

What are Some Problems and Challenges Facing Charter Schools?

Although charter advocates recommend the schools control all per-pupil funds, in reality they rarely receive as much funding as other public schools. They generally lack access to funding for facilities and special program funds distributed on a district basis (Bierlein and Bateman 1996). Sometimes private businesses and foundations, such as the Ameritech Corporation in Michigan and the Annenburg Fund in California, provide support (Jenkins and Dow). Congress and the President allocated $80 million to support charter-school activities in fiscal year 1998, up from $51 million in 1997.

Charters sometimes face opposition from local boards, state education agencies, and unions. Many educators are concerned that charter schools might siphon off badly needed funds for regular schools. The American Federation of Teachers urges that charter schools adopt high standards, hire only certified teachers, and maintain teachers' collective-bargaining rights. Also, some charters feel they face unwieldy regulatory barriers.

According to Bierlein and Bateman, the odds are stacked against charter schools. There may be too few strong-law states to make a significant difference. Educators who are motivated enough to create and manage charter schools could easily be burnt out by a process that demands increased accountability while providing little professional assistance.