SURVEY OF CHARTER SCHOOLS 1998-1999

SUCCESSES, CHALLENGES AND FUTURE PLANS

        Perhaps even more valuable that the quantifiable data are the personal responses charter schools offered to CER’s more open-ended questions. These answers tell the full story of charter schools’ challenges, assessments, successes, unique aspects and plans, and many of this report’s conclusions were drawn from these responses. An overview of respondents’ observations follows. Detailed individual responses are provided in the appendices. 

ACCOUNTABILITY, ASSESSMENT AND SUCCESS

        Despite charter schools’ fledgling status — two-thirds of the charter schools that responded to questions about accountability were less than 3 years old — 39 percent reported early evidence of academic improvements and successes. Because charter schools are required by their performance contracts to demonstrate gains on specific, objective measures, most charters we spoke to upon further investigation said they were likely to wait until they have measurably met a contract performance goal before reporting a success. 

        Charter schools reported a range of achievements, including gains in reading and math performance, test scores that are higher than district and state aver-ages, increased parental involvement, higher attendance and fewer discipline problems. Examples of specific successes include: 

  • Ten percent of students go on to advanced top-of-the-line [high] schools, 40 percent are enrolled in Advanced Placement in math and 30 percent are enrolled in Advanced Placement in literature/English. We have successfully applied our approach to students from the full spectrum of socio-economic back-grounds. (Bennett Academy, Phoenix, Arizona) 
  • Above local, state and national norms on the Stanford 9 Achievement Test. (Flagstaff Arts and Leadership Academy, Flagstaff, Arizona) 
  • Eighty percent of students are prior dropouts. We maintain a 68 percent graduation rate, and more than 60 percent go on to a junior college or university. (Intelli-School-Metro Center, Phoenix, Arizona) 
  • Highest elementary and middle school standardized test scores in the district. (The Heritage School, Phelan, California) 
  • Third in North Carolina’s end-of-grade tests. (Magellan Charter School, Raleigh, North Carolina) 

        Respondents used a number of methods — including state-mandated assessment measures, which are required by most charter school laws — to assess, monitor and report on their students’ development. These methods included teacher evaluations, competency-based curriculum, student portfolios, letters to parents, site-developed assessments, independent outside evaluations, and standardized tests, such as Stanford 9, CTBS and Iowa Test of Basic Skills. For more in-depth, individual responses, see Charter Schools’ Successes: Selected Responses. 

CHALLENGES

        As noted earlier, charter schools’ biggest challenges are funding, cited by 38 percent of respondents, and facilities, cited by 21 percent (239 schools respond-ed). Other challenging areas include: academic and program considerations, relations with the district and local boards, enrollment and attendance, communications and public relations, state regulations and paperwork, bureaucracy and political issues, special education, staff and governance issues, transportation, start-up, and parent and student challenges. For more in-depth, individual responses, see Charter Schools’ Challenges: Selected Responses.

GROWTH AND FUTURE PLANS

        Of the 240 schools that responded to CER’s question about plans for growth and change, half said they plan to expand: 28 percent plan to increase the grades they serve, 21 percent plan to increase enrollment, and 20 percent plan to build or expand their facilities.*  Many also indicated that their plans for growth will focus, additionally or exclusively, on academic programs and achievement. As Eagle’s Crest Charter Academy of Holland, Michigan, noted, “Parent satisfaction drives our enrollment growth.” For more in-depth responses, see Charter Schools’ Plans for Expansion and Development: Selected Responses.

* The growth figures overlap because schools could check multiple growth categories. For example, a school may plan to grow its facilities and student body.

THE LAST WORD 

        Charter schools overwhelmingly took time to provide additional insights into how they work. For example, several respondents were proud of their parent and community involvement, emphasis on technology and peer counseling. Others discussed strict academic criteria, such as “no retakes on tests or late home-work for credit” (Union Colony Charter School, Greeley, Colorado), independent study programs with one-on-one teacher contact (Options for Youth - Long Beach, Inc., Pasadena, California), and other programs. These detailed responses describing unique aspects of individual charter schools and their contributions to education can be found in Charter Schools’ Academic and Other Program Offerings: Selected Responses, and The Last Word: Additional Comments.

NOTES ON THE SURVEY METHODOLOGY

        Not all schools responded to all questions. For each question, percentages are based on total responses to that particular question, not on the 305 schools overall who responded to the survey. For some questions, total responses add to more than 100 percent because many schools gave more than one answer to each question.

· · ·

Link to Excerpts of Charter Schools Today Report, including:

  • Table of Contents

  • Chapter 5: Survey of Charter Schools 1998-1999

Also: Selected Response From Individual Charter Schools:
        Successes
        Challenges
        Growth and Future Plans
        Academic and Other Programs
        Additional Comments

· · ·

Survey of Charter Schools 1998-1999 is part of Charter Schools Today: Changing the Face of American Education. The entire report is available for $19.95 + $3.00 shipping and handling. Order your copy on our publications page, or by calling CER at (202) 822-9000.

Charter Schools Today: Changing the Face of American Education is published by The Center for Education Reform [CER] a national, independent, non-profit advocacy organization founded in 1993 to provide support and guidance to individuals, community and civic groups, policymakers and others who are working to bring fundamental reforms to their schools. For more information on charter school efforts, call CER at (202) 822-9000, or visit our Charter School Library.