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ERIC Number: ED529628
Record Type: Non-Journal
Publication Date: 2012-Feb
Pages: 31
Abstractor: ERIC
Reference Count: 18
Chartering Equity: Using Charter School Legislation and Policy to Advance Equal Educational Opportunity
Mead, Julie F.; Green, Preston C., III
National Education Policy Center
This policy brief addresses the challenge of using charter school policy to enhance equal educational opportunity. Three overriding assumptions guide the brief's recommendations: (1) charter schools will be part of our public educational system for the foreseeable future; (2) charter schools are neither inherently good, nor inherently bad; and (3) charter schools should be employed to further goals of equal educational opportunity, including racial diversity and school success. The creation of charter schools is just one among a variety of policy tools at the disposal of local, state, and national policymakers. As with all educational policy tools, one challenge is to wield the tool in a manner that will enhance equity and opportunity. Part I of this brief provides an overview of equal educational opportunity and its legal foundations and offers a review of prior research documenting issues concerning charter schools and their impact on equity and diversity. Part II presents detailed recommendations for charter school authorizers, as well as state and federal policymakers for using charter schools to advance equal educational opportunity. Separately, we are publishing a companion document based on these detailed recommendations, providing model statutory code language that can be employed by state policymakers to ensure that charter schools attend to long-established policy goals. (Contains 87 notes.)
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, Colorado 80309. Tel: 303-735-5290; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Great Lakes Center for Education Research and Practice; Ford Foundation
Authoring Institution: University of Colorado at Boulder, National Education Policy Center