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.#
