Policy Brief: State Politics of Charter Schools

Introduction

Charter schools are independent public schools that have some flexibility in defining the curriculum and faculty are exempted from certain regulations in exchange for results determined by the educational authorities. According to the U.S. Charter Schools (organization of the Charter Schools EU), charter schools are characterized by being free of most regulations imposed on public schools. Also, encourage relatively innovative teaching practices, the community and parents participate and make decisions, and are evaluated by the grades of their students (Becker et al, p. 213). Unlike traditional schools, the majority represents an option for families, allowing for the participation of parents, and has more space for creativity. They are less bureaucratic and more flexible to meet the needs of their students. However, not having sufficient funds to these schools to monitor and investigate the results, it is said that some charter schools are of poor quality. Also keep in mind that teachers generally have less experience. Therefore it is important for families to investigate the experience of teachers, programs offered and the academic success of students. By law, charter schools must have a process of open and fair admission, which includes all segments of the community they serve. When the number of students exceeds the quota that has the school, some use a lottery system to determine which students are accepted, others have waiting lists.

According to the National Center for Education Statistics (NCES), these schools have a higher proportion of Hispanic children, African Americans and Native Americans enrolled. Each child has different strengths, weaknesses and educational needs. Therefore, charter schools offer a wide range of programs, curricula and methods of study. In most cases they focus on language, science, technology or sports in its teaching program (Buckley & Schneider, p. 413). Although charter schools operate outside the conventional system, it still must account for the results. The provisions relating to accountability for results and other requirements contained in the No Child Left Behind Act should apply to charter schools in accordance with the laws of this type in the appropriate state. The state agencies authorized to grant charters or contracts for these charter schools, as set forth in applicable state law, are responsible for ensuring that charter schools comply with the liability provisions for annual review and evaluation provided in Under No Child Left Behind. In March 2003, the Department issued guidance on the impact of the new Title I requirements for charter schools, including details on accountability requirements (Waterman and Murnane, p. 24-26).

Problem

The 1988 Commission of Bradley and his successor organization, the National Council for Education of History, have published reports summarizing studies that show the value of education history. Among the results, the reports argue that a study aid history prepare the public citizen, for people "pursuing lines of dignity, of moral choice, and personal fulfillment. The thoughtful decision" is a goal of historical study. To consolidate historical habits of mind, narrative history should illuminate continuous themes and` significant issues including but ...