A r c h i v e d  I n f o r m a t i o n            Charter Schools           A report from the National Institute on Student Achievement, Curriculum, and AssessmentJanuary 1999A National Study of Charter Schools,Second-Year Report
On July 24, 1998, President Clinton announced the release of the second-year report of the National Study of Charter Schools, a comprehensive four-year study of charter schools sponsored by the U.S. Department of Education. The charter school phenomenon that seemed radical only a few years ago is now an accepted part of public education in many parts of the country. In 1991, Minnesota became the first state to enact charter school legislation, and today, just 7 years later, 33 states, the District of Columbia, and Puerto Rico have passed charter school laws.

Across the country, teachers, parents, and community members are working to open charter schools--schools they believe will improve education. The second-year report, which was produced by RPP International, of Emeryville, California, describes the charter school movement nationwide, and documents and analyzes ways in which charter schools are being established and run. Key findings include:
The number of charter schools is       growing. In the 1997-98 school year, 279 additional       charter schools opened, bringing the total number to nearly 700. If the       various branches of charter schools in Arizona are counted as separate       charter schools, the number of charter schools in operation was       approximately 781. Arizona, California, and Michigan have the largest       numbers of charter schools; together, these three states have about half       of all charter school in the country.Most charter schools are standing the test       of time. Once established, charter schools have remained       open. Only 19 charter schools had ceased operating as charters by       September 1997; and only 12 of these schools actually closed their     doors.Over 110,000 students attended charter       schools in 1996-97, and the schools are in great demand.       More than 70 percent of charter schools sampled said they had more       applicants than could attend. Charter school enrollment varies from less       than one-tenth of one percent of the state's public school enrollment in       Florida, Illinois, and Louisiana to more than two percent of the state's       enrollment in Arizona.Generally, in terms of race and income       level, charter school populations are similar to those in the overall       public school system. However, about a third of charter       schools are more likely to serve students of color and low-income     students.There appear to be possible legislative       trends surfacing toward relaxing limits on the number of charter schools       and increasing flexibility in the charter-granting       process. Despite these trends, charter school operators       face many barriers to starting charter schools. Principal among the       barriers cited by study respondents was insufficient start-up funds,       followed by inadequate operating funds, inadequate facilities, and lack of       planning time.
The study is examining why parents choose charter schools for their children, and what students think about their charter schools. In focus group discussions, parents and students consistently voiced dissatisfaction with their previous public schools, expressing concerns about low academic standards, a dehumanizing culture, student safety, and unresponsiveness to serious parent involvement. The charter schools they are choosing tend to reflect their concerns:
Most charter schools are small,       particularly compared to other public schools. Charter       schools have an estimated median enrollment of about 150 students, whereas       other public schools in the charter states have a median of about 500       students.Many charter schools have non-traditional       grade configurations. Charter schools include a higher       proportion of K through 12, K through 8, and ungraded schools than other       public schools.Most charter schools say they attract       parents and students by focusing on academics, but they also feature other       attractions. Charter schools tend to focus on one or a       combination of the following themes in seeking to attract students: a       quality academic program with high standards, a supportive environment       often based on small school size, a flexible approach to educational and       cultural programming, or, in sharp contrast, a highly structured       environment.
The study also is examining the state role. Chartering statutes differ dramatically from state to state as to the extent and nature of the autonomy they allow. State statutes also vary greatly with respect to the number of charter schools allowed, the conditions of accountability and renewal, and the types of charter schools permitted. Thus, different charter approaches are being tried simultaneously across the country. Although charter laws vary greatly across states, several key features dictate the number and types of charter schools that are created within each state:
Most states allow both newly created and       conversion schools. Some, however, only allow public       conversions; only five states and the District of Columbia allow newly       created schools and both public and private conversions.Most states establish some limit on the       number of charter schools or the number of students enrolled in charter       schools. Only 13 states have no limit on the number of       schools or students.Most states allow automatic waivers of       most of the education code, except for provisions related to health,       safety, and civil rights. In 10 states, however, charter       schools must apply for specific waivers, and in two states charter schools       are responsible for following most of the education code.
The full report, as well as an executive summary, will be placed on the Departments WWW site at www.ed.gov/pubs/charter98/
For additional information: 
For additional information about the study: U.S. Department of Education, OERI/Student Achievement Institute, 555 New Jersey Avenue NW, Room 510, Washington, DC 20208-5573, Attn: Judith Anderson, or judith.anderson@ed.gov

For information on the grant and model development programs: U.S. Department of Education/Office of Elementary and Secondary Education, 4512 Portals, Washington, DC 20202, Attn: John Fiegel, or john.fiegel@ed.gov

The U.S. Charter Schools World Wide Web site at http://www.uscharterschools.org/

SAI 98-3035

U.S. Department of EducationOffice of Educational Research and Improvement