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ERIC Number: ED475529
Record Type: RIE
Publication Date: 2003-Apr
Pages: 46
Abstractor: N/A
Charter Schools and Inequality: National Disparities in Funding, Teacher Quality, and Student Support. PACE Working Paper Series.
Fuller, Bruce; Gawlik, Marytza; Gonzales, Emlei Kuboyama; Park, Sandra
Early proponents of charter schools argued that these human-scale organizations would help close the achievement gap. This paper examines survey data from principals of 1,010 charter schools nationwide during the 1999-2000 school year, along with 2,847 teachers in the same schools. Issues considered include how local activists and charter-school movement leaders define fairness in public education; how schools vary in basic resource levels, teacher quality, and support for low-achieving or disabled students; disparities linked to charter-school type; disparities linked to the ethnic makeup of schools; and gaps between charter and regular public schools. Sadly, charter schools suffer from inequities in basic resources, teacher quality, and student support that mirror disparate realities of regular public schools. The vast majority of charter schools fail to identify children with special learning needs, or prove not to be inviting places for these students. Policymakers should think carefully about how to distribute basic resources and qualified teachers more fairly. States should consider regulating charter schools against more careful quality standards. Two appendices contain relevant statistics and a discussion about which school attributes explain the variation seen in equity measures. (RT)
Policy Analysis for California Education (PACE), University of California, Berkeley School of Education, 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail:; Web site: For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Policy Analysis for California Education, Berkeley, CA.
Note: Written with Gordon Gibbings.