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ERIC Number: ED516798
Record Type: Non-Journal
Publication Date: 2011-Jan
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: N/A
Review of "Charter Schools: A Report on Rethinking the Federal Role in Education"
Miron, Gary
National Education Policy Center
The report summarizes evidence from five studies of student achievement in oversubscribed charter schools and two studies on charter school revenues and outlines a number of recommendations relevant to the federal role in charter schools. While many recommendations are reasonable, those related to charter school facilities and charter school finance are more likely to be disputed because they are poorly developed and based on a narrow and misleading view of the evidence. This review discusses and expands upon the evidence and recommendations presented in the report. The intent of the report is to guide federal policy in ways that can improve and expand charter schools, but weaknesses in the report and flaws in the conclusions and the process used to generate the report undermine its utility. The report can serve as an initial step in outlining some of the key issues that federal lawmakers should consider. Nevertheless, federal policies that will strengthen charter schools in the longer run--rather than expanding the number of charter schools in the short run--need to be based on a more accurate and representative body of evidence. Further, the process of formulating recommendations requires more than six voices and more than a day of conversations to develop a comprehensive understanding of vital issues as well as to build a consensus. (Contains 24 notes.)
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, Colorado 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Great Lakes Center for Education Research and Practice
Authoring Institution: University of Colorado at Boulder, National Education Policy Center