Cheating the Charters: Political and Financial Lessons from South Carolina

Autor/inn/en	Butcher, Jonathan; Medley, Joel
Titel	Cheating the Charters: Political and Financial Lessons from South Carolina
Quelle	In: Education Next, 12 (2012) 2, S.24-30 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Community Leaders; Charter Schools; Enrollment; Instructional Leadership; Public Schools; Accountability; Academic Achievement; South Carolina + Suchen Sie Ihr Suchwort? Community leadership; Gemeindeleitung; Charter school; Charter-Schule; Einschulung; Instruction; Leadership; Bildung; Erziehung; Führung; Public school; Öffentliche Schule; Verantwortung; Schulleistung
Abstract	Forty-two states and the District of Columbia have charter school laws today, and the nation's first such law celebrated its 20th anniversary in Minnesota this year. Charters, publicly funded schools formed by parents and community leaders, are expected to provide alternatives to traditional public schools. Yet despite the proliferation of charter laws and new schools around the country, charters and their authorizers still spend their first several years in a fight for survival. Nowhere is this more true than in South Carolina, which was among the first states to adopt a charter statute. For years, South Carolina charters struggled mightily after their launch. Far fewer charters are now in operation in South Carolina than in some of the other states that were early adopters, and charter students make up only 2 percent of the state's public-school enrollment. Undoubtedly, some of these differences can be attributed to geography and population, but a recurring set of obstacles has also plagued the movement in South Carolina since its inception. Should these problems be solved, the fact remains that so long as the South Carolina Public Charter School District continues to authorize schools, the district will have to train new school leadership and staff on compliance with state standards, while also holding all schools accountable for performance. The authors discuss the political and financial lessons from South Carolina. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10