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APRIL 2003

The growth of Charter schools is exploding around the nation. If you do a web search for “charter schools,” the number of state conventions and organizations meeting every month in most states is amazing. Their growth in New York City is somewhat slower. Recently, Chancellor Klein stated he embraces creativity in forming charter schools and theme schools but they should be enfolded within the public school system. Here are several views on the current state of charters.

Women’s City Club Reports on NYC Charter Schools
by Sybil Maimin

The jury is still out on charter schools. To help fellow citizens better understand this experiment in alternative, publicly funded education, the Women’s City Club (WCC), an organization long involved in advocacy and public policy, has prepared a very impressive, detailed “snapshot” of the 16 charters operating in New York City in 2002. (An addendum describing two additional recently opened schools is being added.) Researched and prepared by WCC education committee co-chairs Eleanor Stier and Dorothy Wilner with assistance from intern Sharon Van Engen, a Hunter College student who is making the report the basis of her master’s thesis, the study is intended “to inform rather than evaluate” because the schools are new and still have short track records (charter schools were first authorized in New York State in 1998). The authors, who have solid backgrounds in education and policy, visited each school, conducted in-depth interviews with school heads, met with state education department officials as well as the former and current director of the New York City Office of Charter Schools, and attended two charter school conferences.

Charter schools are unique because they are funded by tax dollars. But in an effort to improve education, they can bypass many of the regulations imposed on traditional public schools. They are established by a five-year contract between a school and a chartering entity, which in New York City is the Board of Trustees of the State University, the Board of Regents, or the Chancellor. A board of directors oversees each institution’s governance. The schools are often small—mean school size is 189 pupils and mean class size is 22 pupils. Teachers tend to be young, idealistic, and relatively inexperienced. Directors are generally mature, charismatic, and visionary and focus on academics, values, and, very importantly, school culture. New York City charters serve mainly low-income, minority families. They receive Title I funding based on the federal Elementary and Secondary Education Act (“No Child Left Behind”). In addition, they receive per pupil allotments from the state ($7,972 for 2002-03) and private support from profit and not-for-profit organizations. Philanthropists, including Bill Gates, Carl Icahn, and George Soros, have contributed to New York’s charters.

So, how are they doing? Stier, Wilner, and Van Engen were struck by the uniqueness of each school and the differences in their cultures. The vision of the founder and the opportunity to personally choose staff is important. Sponsors and additional funding make a difference. Kipp Academy, the highest performing public middle school in the Bronx is very structured and requires uniforms, specific behaviors, and a long school day. A much more relaxed atmosphere is found at the highly regarded Renaissance Charter School in Queens which emphasizes a sense of community. All schools encourage heavy parent involvement; some require a contract that details parental responsibilities. Parents value the sense of safety they provide. Many of the schools only serve K-2, and expansion plans are limited by lack of funds and space. Problems with Committees on Special Education (services for children with disabilities) are common. It is difficult to compare charters that serve just a few grades with traditional institutions. Proponents of charter schools hope they become competitive models that encourage improvements in under-performing public schools. Wilner points out that charters network with each other but, as yet, do not become involved with other schools in their communities or share “best practices.” The researchers recommend that existing institutions be allowed to live out their five-year contracts and assessments made before additional schools are established.

The report “Snapshot of New York City Charter Schools 2002” can be found on the Women’s City Club Website: info@wccny.org.#

 

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