Despite Push, Success at Charter Schools Is Mixed

NYT: 

But for all their support and cultural cachet, the majority of the 5,000 or so charter schools nationwide appear to be no better, and in many cases worse, than local public schools when measured by achievement on standardized tests, according to experts citing years of research. Last year one of the most comprehensive studies, by researchers from Stanford University, found that fewer than one-fifth of charter schools nationally offered a better education than comparable local schools, almost half offered an equivalent education and more than a third, 37 percent, were “significantly worse.”

Although “charter schools have become a rallying cry for education reformers,” the report, by the Center for Research on Education Outcomes, warned, “this study reveals in unmistakable terms that, in the aggregate, charter students are not faring as well” as students in traditional schools.

Researchers for this study and others pointed to a successful minority of charter schools — numbering perhaps in the hundreds — and these are the ones around which celebrities and philanthropists rally, energized by their narrowing of the achievement gap between poor minority students and white students.

But with the Obama administration offering the most favorable climate yet for charter schools, the challenge of reproducing high-flying schools is giving even some advocates pause. Academically ambitious leaders of the school choice movement have come to a hard recognition: raising student achievement for poor urban children — what the most fervent call a new civil rights campaign — is enormously difficult and often expensive.

“I think many people settle and tend to let themselves off the hook,” said Perry White, a former social worker who founded the Citizens’ Academy charter school in Cleveland in 1999 — naïvely, he now recognizes — and has overseen its climb from an F on its state report card in 2003 to an A last year. “It took us a while to understand we needed a no-excuses culture,” he said, one of “really sweating the small stuff.”

Visits to half a dozen charter schools in Cleveland and New York State show that high- and low-performing schools often seem to take pages from the same playbook. They require student uniforms, a longer day and academic year, frequent testing to measure learning, and tutoring for students who fall behind. They imitate one another in superficial ways, too, like hanging inspirational banners: “This Is Where We’re Headed. To College!” say posters in the hall of the Williamsburg Collegiate Charter School in Brooklyn, with campus scenes of a chemistry lab and big-time college sports.

But the differences in how schools are run, the way classes are taught and how school culture is nourished are striking. It is like watching two couples dance a tango, one with poise and precision, the other stumbling to execute the intricate footwork.

Posted via email from Jim Nichols