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Charter schools are public schools that are allowed greater autonomy than traditional public schools in exchange for increased accountability for meeting specific educational goals. Individual states' charter school laws vary tremendously, but charter schools generally operate as deregulated public schools, using public funds to support programs founded by parents, educators, community groups, or private organizations. State laws identify public entities like local school boards, universities, or state boards of education to evaluate proposals and grant a limited number of charters or contracts for establishing schools.

Charter schools are often launched to focus on a unique educational vision (e.g., Montessori), gain autonomy from embattled local districts, or serve a special population (e.g., children at risk of expulsion). The degree of autonomy enjoyed by charter schools varies but usually involves school-level decision-making authority over curriculum design, schedules, budget outlays, and hiring. The same entities that authorize charter schools are responsible for monitoring and ultimately closing charter schools that fail to demonstrate evidence of success by the end of a time period established by the charter, usually 3 to 5 years. Before discussing the potential and challenges of charter schools, it is useful to understand the origins of the charter school movement, the relationship of charter schools to the broader issue of school choice, and the popularity of charter schools.

The Charter School Movement

The charter school movement is young but has gained popularity as a mechanism for encouraging innovation and providing public school choice. The paragraphs that follow trace the growth of charter schools from their humble beginnings in Minnesota to their place today in mainstream public education.

Origins of the Charter School Concept

The earliest mention of the term charter school can be traced to the 1970s when a New England educator suggested that new educational approaches could be explored through contracts given to small groups of teachers. The idea was publicized in the late 1980s when a former president of the American Federation of Teachers suggested that local school boards could ‘charter’ a school with union and teacher approval. Philadelphia dubbed their schools-within-schools initiative in the late 1980s ‘charter schools.’ In 1991, Minnesota passed the first charter school law developing a program to provide opportunity, choice, and responsibility for results. The following year, California followed suit.

Charter Schools and School Choice

The charter school concept has joined the ranks of school choice designs, including magnet schools, open enrollment, vouchers, and tax credits. Over the past 10 years, states and school districts have expanded opportunities for parents to use public funds to choose the schools their children attend in attempts to improve the quality of education available to students, particularly in urban areas.

Supporters contend that school choice can improve the public education available to all children based on two crucial factors. First, public school choice levels the playing field for less affluent families. Parents with financial resources can choose their children's schools through investing in private education or by virtue of the neighborhoods in which they choose to live. School choice provides educational alternatives for families without these resources. Second, school choice proponents argue that competition among public schools serves the diverse needs of students more efficiently than a system requiring students to attend neighborhood schools. Market forces would, in theory, force all schools to improve in order to survive. When parents have the opportunity to choose strong schools, less effective schools lose students and ultimately close. These arguments have led to increasing popularity of school choice programs in general and charter schools in particular.

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