Opinion/Editorial: A More Honest Discussion about Public Charter Schools: The Importance of Information to Promote School Choice

The District of Columbia has increased student enrollment in charter schools, well above the national enrollment numbers. Almost 44% of District of Columbia Public School (DCPS) students are enrolled in charter schools, yet only 4% of students are enrolled in charter schools nationally.[1] But despite the popularity of charter schools, especially within the District of Columbia, are these schools effective and accountable?

The Stanford University Center on Research for Education Outcomes (CREDO) published, “Multiple Choice: Charter School Performance in 16 States,” declaring that charter schools may not be more effective than regular schools, in the aggregate. Published in 2009, CREDO’s “analysis looks at student achievement growth on state achievement tests in both reading and math, controlling for student demographics and eligibility for program support such as free or reduced-price lunch and special education”.[2] CREDO maintains that most charter schools are not better than public schools; in fact, almost 37% of charter schools perform worse and only 17% of charter schools perform better than regular public schools. On the individual level, the CREDO found that the charter students in the District of Columbia receive no significant advantage than their public school peers of the same race and class.[3]

 

The report has been controversial; especially as the popularity of the charter school movement grows. Many have critiqued the study for being misleading in its interpretation and for having internal structural, methodological problems with collecting data. For example, disadvantaged students (English Language Learners, students with special needs, low-income students, and black students) are recorded as performing better in charter schools than their peers in public schools.[4] These are great gains for minority classes and disadvantaged students. 

Despite these critiques, there have been other studies that confirm the Stanford results. Mathematica, a policy and public research institute, suggests that the findings are reputable.[5] Charter schools are popular, but there may be some perceptual issues with how much all charter schools (not only the high-performing charter schools) can reform education. These independent structures alone are probably not enough to fix the entire education system. 

There is some evidence to suggest that lacking legal frameworks for holding charter schools accountable and poor results are intertwined. For example, this  Economist article ties Ohio’s lack of charter school regulation with Ohio’s poor performing charter schools.[6] On the other hand, Ohio’s public school system, particularly the Cincinnati Public School’s have flourished under the community schools, comprehensive approach to learning model. Others, such as Bill Perkins, the Harlem Senate representative, see charter schools as the public sector scrimping on the democratic promise to educate the general public.[7]

 

Some may suggest that these flaws are naturally fixable, as charters with low enrollment due to poor performance are easily closeable. There must be a greater public transparency and legal oversight over charter schools to ensure that their successes are well deserved. Immediate intervention that holds charter schools up to some standards of educational achievement must be observed, especially as these schools receive increasing amounts of federal funding. A proper measure of accountability is an important feature in assessing charter school’s performance. These processes are an important step in continuing a realistic discussion of the role of charter schools in public education; especially as more and more urban public school systems, like DC, rely on charters to educate children. 

The District of Columbia maintains that there charter schools are regulated, so DC public charter schools are of the highest quality. The Office of the Superintendent of Education (OSSE) has set up the Office of Public Charter School Financing and Support (OPCSFS), with the quality assurance program to regulate the amount of public funding that charter schools are receiving and their annual progress of students. The OPCSFS financing, technical assistance, and grants to improve the quality of public charter schools and supports the exchange of best practices between traditional public and public charter schools.[8]^{, [9]}  The “Quality Initiatives” program is “designed to improve the academic achievement of students attending DC public charter schools”.8 However, the Initiative neglects to mention what it means to be a successful charter school, nor what happens to charter schools when they fail to meet appropriate standards. It would be important to see how these two programs interact with the DC public to provide the most accurate and up to date information about the success of public schools (both traditional and charter). This will be an important tool in promoting transparency of all schools, facilitating better school choice within the District. 

If charter schools may not be as effective as advertised, then they need to be more accountable to the public. I would not say that charter schools are a poor choice, but I would hold that the perception of them as naturally superior to public schools might be misleading. I would urge for a greater release of school performance information, by all types of schools as the greatest tool that families need to make the best choice for their children. The academic performance of students is a school’s product—families must be able to compare all products to make the best decision.

Claire Bocage, Opinion Author 

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[1] Stanford University. Center for Research on Education Outcomes. New Stanford Report Finds Serious Quality Challenge in National Charter School Sector. Palo Alto: Stanford University, 2009. Print.

[2] Stanford University. Center for Research on Education Outcomes. New Stanford Report Finds Serious Quality Challenge in National Charter School Sector. Palo Alto: Stanford University, 2009. Print.

[3] Stanford University. Center for Research on Education Outcomes, “CHARTER SCHOOL PERFORMANCE IN THE DISTRICT OF COLUMBIA FOUND TO BE SIMILAR TO THEIR TRADITIONAL PUBLIC SCHOOL PEERS”. National Release, 2009. Print

[4] Charting a better course: Charter schools raise educational standards for vulnerable children

The Economist, July 5 2012

[5] Charting a better course: Charter schools raise educational standards for vulnerable children

The Economist, July 5 2012

[6] Charting a better course: Charter schools raise educational standards for vulnerable children

The Economist, July 5 2012

[7] “A great day in Harlem: Charter schools”. The Economist, March 30, 2010

[8] http://osse.dc.gov/service/public-charter-school-financing-and-support

[9]http://osse.dc.gov/service/funding-opportunities-support-quality-educational-offerings