Notes on Charter Schools and Decision Making Framework

Overview of Charter Schools and Decision Making

  • Article discusses charter school policies and the standards for evaluating their potential impact.
  • Authors: Harry Brighouse (University of Wisconsin) and Gina Schouten (Illinois State University).

Key Questions for Charter Evaluation

  • Four standards should guide charter school decisions:
    1. Will the school increase equality of opportunity?
    2. Will it benefit the least-advantaged students?
    3. Will it improve the preparation of democratically competent citizens?
    4. Will it improve the quality of students' daily lived experiences?

Evidence Limitations

  • Most studies focus on charter school students without considering effects on non-attending peers.
  • To have a complete understanding, both groups must be evaluated.
  • Empirical research is crucial for responsible policy-making.

Disparities and Reform Proposals

  • Current educational system shows serious disparities; students from disadvantaged backgrounds often underperform.
  • Charter schools viewed as a way to utilize market mechanisms for educational reform and improvement.

Decision-Making Normative Standards

  • Importance of defining what “working well” means in education.
  • Balancing the success of gifted students with support for struggling students raises crucial ethical considerations.
  • Morally responsible decisions require consideration of equity and the broader implications of choices.

Case Study: Ms. Higgins

  • A fictional school board member faced with approving a new charter school, CLR James Academy.
  • Decision requires consideration of empirical evidence and normative values.
  • The article aims to highlight the complexities beyond straightforward academic performance in evaluating charter proposals.

Charter School Types

High-Commitment Charter Schools (HCCs)
  • HCCs aim to provide quality education to disadvantaged students, often characterized by:
    • Extended school hours and strict discipline.
    • Challenging curricula focused on basic skills mastery.
  • Examples include Knowledge Is Power Program (KIPP) schools and others focused on social justice in education.

Charter School Research Findings

  • Current research shows mixed results regarding charter school performance:
    • Studies reveal charter schools are not consistently better than traditional public schools academically.
    • Oversubscribed charters show some positive results but exhibit limitations regarding generalizability.
  • Key studies:
    • Clark et al. (2011): Charter vs. traditional public schools showed no significant difference in achievement.
    • CREDO studies (2009, 2013): Some charter schools benefited low-income students slightly, with variation across states.

Concerns with Scalability

  • Skeptics argue successful charter models cannot be replicated on a larger scale due to:
    • Lack of qualified educators willing to meet charter demands.
    • Financial implications of expanded HCC operations.
  • Even if proven effective, HCCs rely on selective admissions that might exclude the most disadvantaged:
    • Admissions practices could limit access for families without social capital.

Educational Equity Analysis

  • Evaluating the effects on both attendees and non-attendees is crucial for assessing educational equity:
    • Charter schools may disproportionately benefit some disadvantaged students while harming others, leading to increased intra-group inequalities.
  • Key indicators:
    • Academic opportunity and peer influences within schools.
    • Parent engagement and resources available in traditional settings impacted by student migration to charters.

Civic Education and Student Experiences

Will CLR James Academy Educate Good Citizens?
  • Good citizenship outcomes must be weighed alongside academic achievements.
  • Debate exists regarding the ability of HCCs to foster civic virtues due to strictures limiting students' development of civic engagement skills.
Impact on Daily Life
  • The qualitative experience of students in HCCs is essential:
    • Research indicates varied environments can impact student behavior and well-being.
    • Ensuring a supportive and enriching atmosphere is integral, as childhood well-being matters independently of academic outcomes.
  • Potential classroom environments and behaviors are significant:
    • Descriptive contrasts illustrate diverse student experiences at HCCs versus traditional schools.

Conclusion

  • Ms. Higgins’s decision on CLR James Academy is complex, requiring thorough examination of evidence and ethical implications of potential outcomes.
  • Important considerations extend beyond test scores to include civic outcomes, equity implications, and quality of daily student experiences.
  • The authors advocate for deeper, more comprehensive research on these normative questions in the context of charter schools' impacts on communities.