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Why Charter Schools Are Good for North Carolina
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For many years, charter-school research has almost exclusively focused on the issue of academic performance. While this issue deserves attention, research indicates that parents choose charter schools based, not on one factor, but on a number of factors related to the schools’ social and academic environments. Thus, it is essential to shift the debate about the expansion of charter schools in North Carolina from a singular focus on testing to a consideration of the total learning environment preferred and chosen by parents. The increasing demand for charter schools in North Carolina is a testament to the schools’ success in offering parents many of the qualities that they look for in a school. It is also a glimpse into the power of educational choice, which provides parents the kind of options that best meets the needs of their child.
North Carolina’s charter schools have low average school and class sizes, innovative curricula and instructional approaches, few disciplinary problems, and student performance comparable to district schools. These factors combine to create a learning environment valued by parents and children alike. In particular, minority parents throughout North Carolina have embraced charter schools to take advantage of the schools’ superior learning environments. In fact, a higher percentage of African-American students attend the state’s charter schools (34.6 percent) than district schools (31.4 percent).
According to survey research, parents who choose charter schools say that school size and class size are the most attractive quality of charter schools, especially when compared to the district school assigned to their child. The parents’ perception about charter school size and class size is consistent with state data, which shows that charter schools typically have smaller schools and classes than comparable district schools. The median charter school has 243 fewer students than district schools with similar grade ranges. Charter schools have identical average class sizes as district schools in grades 1-3, but lower average class sizes in kindergarten and grades 4-8.
A majority of charter-school parents says that curriculum was an important factor in their decision to choose a charter school over a district school. According to the state’s charter-school law, one of the main purposes of having charter schools in North Carolina is to “[e]ncourage the use of different and innovative teaching methods,” thereby providing “parents and students with expanded choices in the types of educational opportunities that are available within the public school system.” North Carolina’s charter schools deliver a variety of curricular and instructional approaches, including Direct Instruction, the Knowledge is Power Program (KIPP), Communities in Schools, Expeditionary Learning, the Core Knowledge Sequence, the Montessori method, and the Paideia program. Over the past ten years, charter schools have introduced some of the best, research-based educational innovations into North Carolina’s beleaguered public school system.
In addition, charter schools have far fewer disciplinary problems than district schools. For the 2005-06 school year, male students in district schools averaged 3.1 short-term suspensions for every ten students, while male students in charter schools averaged 1.0 suspension for every ten students. Over the past five years, rates of short-term suspensions among charter schools have been consistently lower than in district schools.
Nationwide, charter schools’ academic performance meets or exceeds the performance of district schools, but critics charge that the academic quality of North Carolina’s charter schools lags behind other schools. Upon review, quantitative studies of North Carolina charter-school performance show that the academic performance of the average charter school is roughly the same as an average district school. In addition, qualitative research articles — particularly those that claim that North Carolina’s charter schools exhibit racist or authoritarian tendencies — are conceptually flawed studies offering little useful information.
State legislators must expand and strengthen North Carolina’s system of charter schools by removing the statutory cap of 100 schools, easing the regulatory burden placed upon the state’s charter schools, and ensuring that all charter schools have adequate resources.
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