Definition

Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-5 years. At the end of the term, the entity granting the charter may renew the school's contract. Charter schools are accountable to their sponsor-- usually a state or local school board-- to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.

For the legal definition of a charter school in a particular state, consult that state's charter school law through our State and School Information area. We also provide a sampling of other charter school Definitions. To find research on charter schools, visit our Resource Directory.

Benefits

The intention of most charter school legislation is to:

• Increase opportunities for learning and access to quality education for all students
• Create choice for parents and students within the public school system
• Provide a system of accountability for results in public education
• Encourage innovative teaching practices
• Create new professional opportunities for teachers
• Encourage community and parent involvement in public education
• Leverage improved public education broadly

People establish charter schools for a variety of reasons. The founders generally fall into three groups: grassroots organizations of parents, teachers and community members; entrepreneurs; or existing schools converting to charter status. According to the first-year report of the National Study of Charter Schools, the three reasons most often cited to create a charter school are to:

• Realize an educational vision
• Gain autonomy
• Serve a special population

Parents and teachers choose charter schools primarily for educational reasons--high academic standards, small class size, innovative approaches, or educational philosophies in line with their own. Some also have chosen charter schools for their small size and associated safety (charter schools serve an average of 250 students).

Brief History

The charter school movement has roots in a number of other reform ideas, from alternative schools, to site-based management, magnet schools, public school choice, privatization, and community-parental empowerment. The term "charter" may have originated in the 1970s when New England educator Ray Budde suggested that small groups of teachers be given contracts or "charters" by their local school boards to explore new approaches. Albert Shanker, former president of the AFT, then publicized the idea, suggesting that local boards could charter an entire school with union and teacher approval. In the late 1980s Philadelphia started a number of schools-within-schools and called them "charters." Some of them were schools of choice. The idea was further refined in Minnesota where charter schools were developed according to three basic values: opportunity, choice, and responsibility for results.

In 1991 Minnesota passed the first charter school law, with California following suit in 1992. By 1995, 19 states had signed laws allowing for the creation of charter schools, and by 2003 that number increased to 40 states, Puerto Rico, and the District of Columbia. Charter schools are one of the fastest growing innovations in education policy, enjoying broad bipartisan support from governors, state legislators, and past and present secretaries of education. In his 1997 State of the Union Address, former President Clinton called for the creation of 3,000 charter schools by the year 2002. In 2002, President Bush called for $200 million to support charter schools. His proposed budget called for another $100 million for a new Credit Enhancement for Charter Schools Facilities Program. Since 1994, the U.S. Department of Education has provided grants to support states' charter school efforts, starting with $6 million in fiscal year 1995.

Basic National Statistics

• Total number of charter laws: 41, (40 states and the District of Columbia, excluding Puerto Rico)
  
  
• Most recent states to pass laws: Maryland (2003), Iowa (2002), Tennessee (2002)
  
  
• Total number of states with schools in operation: 37, excluding Puerto Rico
  
  
• Most recent states to open charter schools: Indiana (2002-2003), Wyoming (2002-2003)
  
  
• Total number of schools in operation: 2,695*
  
  
• Percent increase from the last school year: 15%
  
  
• Total number of students enrolled: almost 685,000*
  
  
• States with the most charter schools in operation: Arizona (464), California (428), Florida (227), Texas (221), Michigan (196)

* The National Charter School Directory 2003, Center for Education Reform (CER)

For more detailed information on each state and the status of its charter school efforts, please see our State and School Information area or CER's Charter School Highlights and Statistics.

Characteristics of Charter Laws

Charter schools vary from state to state, not only because the individual charters set out unique mission and goal statements, but also because state charter laws, which significantly influence the development of charter schools, also vary. The laws cover seven basic policy and legal areas:

• Charter development: who may propose a charter, how charters are granted, the number of charter schools allowed, and related issues.
  
  
• School status: how the school is legally defined and related governance, operations, and liability issues.
  
  
• Fiscal: the level and types of funding provided and the amount of fiscal independence and autonomy.
  
  
• Students: how schools are to address admissions, non-discrimination, racial/ethnic balance, discipline, and special education.
  
  
• Staffing and Labor Relations: whether the school may act as an employer, which labor relations laws apply, and other staff rights and privileges.
  
  
• Instruction: the degree of control a charter school has over the development of its instructional goals and practices.
  
  
• Accountability: whether the charter serves as a performance-based contract, how assessment methods are selected, and charter revocation and renewal issues.
  
  

Some groups have compared and/or ranked state charter laws according to various criteria. For instance, the Center for Education Reform considers laws "strong" or "weak" depending on how much they foster the development of numerous, independent charter schools. See CER's Discussion and Ranking of charter laws. Other analysts address issues of accountability or quality in charter school operations. These analyses, however, can oversimplify the complex range of state approaches to charter laws. For a broad look at state approaches, see the Education Commission of the States' Collection of Charter School ECS StateNotes (April 2003), which provides summaries of charter school policies in five areas.


Resources

The following links contain lists of useful on-line resources.

• Legislative Initiatives and Issues
• News