Policy and Practice
As more states start charter schools, there is increasing speculation about upcoming legislation. In an innovation-diffusion study surveying education policy experts in fifty states, Michael Mintrom and Sandra Vergari (1997) found that charter legislation is more likely to be considered in states with poor test scores, Republican legislative control, and proximity to other states with charter schools. Legislative enthusiasm, gubernatorial support, interactions with national authorities, and use of permissive charter-law models increase the chances for adopting what they consider stronger laws. He feels union support and restrictive models lead to adoption of what he considers weaker laws.
The threat of vouchers, wavering support for public education, and bipartisan support for charters has led some unions to start charters themselves. Several AFT chapters, such as those in Houston and Dallas, have themselves started charters. The National Education Association has allocated $1.5 million to help members start charter schools. Proponents claim that charters offer teachers a measure of empowerment, employee ownership, and governance that might be enhanced by union assistance (Nathan). Former President Bush's No Child Left Behind Act also promotes charter schools.
Over two dozen private management companies are scrambling to increase their 10 percent share of a "more hospitable and entrepreneurial market" (Stecklow 1997). Boston-based Advantage Schools Inc., a corporation specializing in for-profit schooling, has contracted to run charter schools in New Jersey, Arizona, and North Carolina. The Education Development Corporation was planning in the summer of 1997 to manage nine nonsectarian charter schools in Michigan, using cost-cutting measures employed in Christian schools.
Read more about this topic: Charter School
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“Men must learn now with pity to dispense,
For policy sits above conscience.”
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“The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.”
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