NotesFAQContact Us
Search Tips
ERIC Number: ED459432
Record Type: Non-Journal
Publication Date: 2000
Pages: 8
Abstractor: N/A
Reference Count: N/A
Charter Schools and Their Impact on Reading and Writing.
Ripley, Abida
Much of the school choice debate today is centered on charter schools, which are similar to private schools in that they operate outside the bureaucracy of the public school system and have some level of autonomy in their organization and curriculum delivery. Many charter schools serve specific religious, ethnic, or demographic needs. Parents and educators who are charter school advocates define charter schools as independent public schools, designed and primarily operated by educators, parents, community leaders, and educational entrepreneurs. By the fall of 1998 there were 1200 charter schools nationwide educating 200,000 children. This paper first provides some historical information about charter schools and the impetus for their creation. The paper notes that, although there are some controversies about charter schools and powerful opposition to them, they thrive because they get results, particularly in charter school students' reading and writing scores. According to the paper, in 50 out of 53 studies, conducted by government, university, and other independent bodies, charter schools appear in a positive light. In fact, many studies indicated charter school students perform at or above national standards and attain higher standardized test assessment scores in reading and writing. The paper then discusses possible reasons for the positive results of reading and writing scores of charter school students. It concludes that, while the available data do not show that charter schools have significantly different curricula on literacy development, the general success of charter school students has been attributed to many factors. (Contains an 11-item bibliography.) (NKA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A