Charter School FAQs

Last Updated 12/3/2007 1:29:41 PM

Charter School FAQs

Charter schools are public schools open to all students. They are:

non-selective in enrollment; there are no admission tests or requirements.
often designed to serve low-income and under-served populations.
appealing to students whose needs are not being met by traditional schools.
frequently over-enrolled; that is, more students apply than the school can accommodate. In that event, a lottery is held to determine admission.
non-religious.
tuition-free.

Charter schools are pioneers and innovators.

Free of state and district regulations, charters can provide more options for parents and children by allowing creative teachers and educational leaders to design schools that better serve particular populations.
Charters can create a longer school day and year.
Charters select their own curriculum design.
Because charters are starting from scratch, they can establish achievement-oriented cultures from day one.
Charters can find the best teacher for the job, regardless of credentials, because they have the freedom to hire as they see fit and have a larger pools of applicants.
Charter schools are mission-driven schools created by educators who envision a school committed to a particular purpose and philosophy.

Charter schools are appealing to teachers.

Charters can harness the often stifled energy of innovative and experienced educators.
Because they are often founded by teachers, charters frequently build in more time for professional development and planning.
Charters provide mentoring and training opportunities for teachers based on initiative and performance.
Many charters have added incentives to their compensation structures such as group bonuses, pay for knowledge, and overtime.

Charter schools are meeting parents' needs.

Parents choose a charter school based on their own beliefs and what they think will work for their children.
Each of Chicago's charter schools is distinctive. They are all seeking innovative ways to run a public school, giving parents public school choice and proving that "one size does not fit all."
Because parents choose charter schools, many feel a sense of ownership that, in turn, results in increased involvement and higher achievement.
In a Fall 2000 study, 50% more charter parents in Arizona graded their child's school "A" or "A+" while only 38% of parents in the remaining Arizona district schools gave their schools those grades. Satisfaction rate is 50% higher, relative to parents in traditional public schools.

Charter schools are publicly funded.

Charter schools are public schools.
Charters in Chicago are funded at 83% of the level of traditional schools; yet the majority of them perform better than the nearest public school on the ITBS test.
Charters must pay for their own facilities through fundraising and/or their operating dollars.
Although charter schools are funded on a per pupil basis with public dollars, Chicago's business and foundation communities have been generous in helping these new schools establish quality programs.
Chicago Public Schools was the first system in the nation to provide a major grant to create a low-interest revolving loan fund for charter facility and start-up needs. The $2 million fund is managed by the Illinois Facilities Fund, a non-profit community development financial institution.

Charter schools play an important part in school reform.

Charters are integral to continued Chicago school reform. In states that have large numbers of charter schools such as Michigan, Massachusetts, and Arizona, there is evidence that school districts competing directly with charter schools for students are developing more and better options to attract and retain students.
In 1991, there was one charter school in the nation; in 1996, there were 250. Today, there are more than 2000 charter schools in 37 states and Washington, D.C.

Charter schools have a record of student achievement.

Seven of Chicago's twelve charter schools performed better than the nearest CPS school in both reading and math in 2000.
"Charter Schools are helping to boost accountability, public school choice, and most importantly, student achievement." Richard Riley, former U.S. Secretary of Education.
In November, 2000 Center for Urban Education report found that of the 53 valid research studies done on charter schools, 50 found that charters overall have proven innovative, accountable, and successful.
Most charter schools are succeeding in their mandate. When they fail, they are closed, not unlike a business. To date, less than 3% of charters have been closed.

Charters are committed to improving public education.

As charter schools become more a part of their communities, they have started to demonstrate and share strong educational practices with other public schools.
Charters work through a unique trade-off of "autonomy for accountability." Some have said district schools should be offered the same deal.
By experimenting with new measures of student achievement, charters are encouraging districts to look beyond standardized test scores for proof of student success.
Charters are building new models of community and parent involvement because, as schools of choice, they can see the importance of keeping their customers satisfied. In Chicago, their customers are families and the district, which strictly oversees operations and student achievement.

Charter schools are not vouchers for private schools.

Unlike schools in proposed voucher programs, charter schools are held accountable for academic results by a public body, usually a school board.
Charter schools are schools of choice that are publicly funded and not affiliated with religious institutions.
Vouchers are government-issued certificates for parents to redeem for a private schools education for their children.
Charter schools are subject to the same safety regulations, civil rights regulations, standardized testing, and financial accountability as other public schools.
Unlike some private schools, charter schools are open to enrollment of any and all students.

Charter schools are operated by an exciting array of non-profit groups.

Currently most charters in Chicago have been launched by groups of teachers, social service agencies, community organizations, universities, and parents and community activists.
However, cultural institutions, educational foundations, and community development corporations have all expressed interest in creating charter schools.
Several charters have partnered with organizations with strong historic ties to communities such as Northwestern University Settlement House, Asian Human Services, and the United Neighborhood Association.
In Washington DC, the Children's Museum runs a charter school.
As we create more charters, communities will be able to tap a variety of providers to create schools where student success is more clearly defined and purposefully sought.