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ERIC Number: ED482408
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
Charter Schools: Investment in Innovation or Funding Folly?
Little, David; Roberts, Gregory; Ward, Diane; Bianchi, Alison B.; Metheny, Mary
The New York State School Boards of Association investigated how charter schools in the state were faring as they reached the fifth year in the state's charter school experiment, noting how they were educating special education students and how they had impacted public school districts in these times of financial stress. Data came from annual reports from 30 charter schools statewide, the American Federation of Teachers, the Charter Schools Institute at the State University of New York, the New York State Board of Regents, Edison Schools, and the U.S. General Accounting Office. Results indicate that demand for charter schools in New York State is waning; charter schools are not making the grade academically; special education students are underrepresented in New York's charter schools and in their annual reports; and charter schools have wreaked tremendous fiscal havoc on New York's public school districts. The report concludes that at a time when traditional public schools, which educate the majority of children in New York, are struggling to cope with a fiscal crisis that threatens to derail their success, the investment in charter schools is not justified. Recommendations to the state legislature include: provide transitional funding via the charter school stimulus fund to local districts to help them better plan and absorb the impact of a charter school established in or near the district and limit the authorization of charters to low-performing districts. (SM)
New York State School Boards Association, 24 Century Hill Drive, Suite 200, Latham, NY 12210-2125. Tel: 518-783-2022; Tel: 800-342-3360 (Toll Free); Fax: 518-783-0211; e-mail:; Web site: http;/
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York