On average, the funding gap between charter schools and traditional schools is 22 percent, or $1,800 per pupil. The average charter school ends up with a total funding shortfall of nearly half a million dollars.
Source: Charter School Funding: Inequity’s Next Frontier
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Who's the Boss? An Examination of the Characteristics, Experience, and Training of CS Principals
The intention of this study was to provide a comprehensive, descriptive examination of the experience, preparation, training, and demographic makeup of charter school principals. The researcher found that charter school leaders are more likely to earn lower salaries and to be female and more racially and ethnically diverse than their public school counterparts. They also have, on average, fewer years of experience as teachers and principals and are less likely to have previously earned a graduate degree, participated in a training program for aspiring principals, or held the position of assistant principal.
Resources for National Charter Schools Week
The Charter School Leadership Council, a coalition of seven national education organizations committed to advancing the charter school movement, is offering promotional materials and a National Charter Schools Week tool kit for schools and state associations that includes event and activity suggestions, publicity-generating ideas, and more. The site offers a wealth of information made available by the member organizations.
US Charter Schools Job Board
This free job board, designed specifically for the charter school community, offers users the opportunity to submit and review job postings and resumes for charter school positions. Resumes are listed on the board for 90 days after the resume was posted; and job postings are listed for 14 days after the application deadline.
Charter School Funding in New York: Perspectives on Parity with Traditional Public Schools
This paper, an exploration of funding disparities between charter schools and traditional public schools, finds that New York City charter schools have fewer public resources than traditional public schools. Funding disparity exists at all educational levels- elementary, middle, and high school - and for students in both general and special education. By identifying the source of these discrepancies, the paper provides legislators and policymakers with evidence and recommendations on how to place charter schools on equal financial footing with all other public schools in New York State. Although the data are New York City-specific, the methodology and findings may be applicable to other school districts in New York State, and other states around the country.
Source: Institute for Education and Social Policy, NYU
School Funding Services
This interactive Web site and database offers comprehensive information on federal education dollars at the national and state levels. Users can search federal grants by location, application deadline, or type of program such as professional development, reading, and/or technology. Using these parameters, the site quickly generates a customized list of potential funding sources. The School Funding Services' subscription price is based on whether a user is affiliated with a school, school district or education organization.
Individual Growth and School Success
This new study suggests that the methods most states are using to assess schools' academic progress may produce an incomplete and misleading picture of schools' performance. Examining data from 723 schools in 22 states, researchers found that schools with similar status levels differ substantially in the amount of academic growth they cause in students, and more than 20 percent of the schools that have been labeled as high status fall into the bottom quarter of schools in terms of the amount of growth they cause in their students. The authors recommend that combining a growth measure with a measure of average test scores might give a much clearer picture of the kinds of jobs that schools are doing in enhancing students' academic progress. This study may be welcomed news to charter school leaders who have often argued that results from one point in time fail to adequately demonstrate how much their students are learning.
Positive School Culture: How are Minnesota's Chartered Schools Doing?
This report focuses on the question -- "How are Minnesota's chartered schools doing?" -- through the eyes of public affairs generalists and the voices of students, parents, teachers, school founders, and other staff. Profiles of ten Minnesota chartered schools reveal that positive school culture overshadows other, more traditional, ways of measuring a school's appeal or success.
Ripples of Innovation: Charter Schooling in Minnesota, the Nation's First Charter School State
This report traces the origins, evolution and impact of Minnesota's pioneering charter school law -- on its own schools, students, and communities and on the development of charter laws in many other states. It also makes seven broad recommendations relevant for policy discussions now going on in other states. They include: re-articulate a clear and convincing rationale for chartering, as a mechanism to address serious shortcomings in our current education system, by creating many new and substantially different public schools of choice; and, use charters and chartering to more strategically and proactively address huge gaps in student achievement levels among racial and other demographic groups, while also contributing to racial and ethnic integration.
Charter Schools and the Law: Establishing New Legal Relationships
This book guides readers through many of the complex legal issues faced by charter schools. The authors analyze the boundaries of charter programs with respect to topics such as statutory requirements, race, gender and disability, student/employee rights, and religion. An annotated case bibliography, state statures and Web sites, and additional Web resources are provided.
Source: Christopher-Gordon Publishers, Inc.
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