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ERIC Number: EJ913305
Record Type: Journal
Publication Date: 2011-Jan
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0013-127X
Choice without Equity: Charter School Segregation and the Need for Civil Rights Standards
Frankenberg, Erica; Siegel-Hawley, Genevieve
Education Digest: Essential Readings Condensed for Quick Review, v76 n5 p44-47 Jan 2011
The charter school movement has been a major political success, but a civil rights failure. As the country moves steadily toward greater segregation and inequality of education for students of color in schools with lower achievement and graduation rates, the rapid growth of charter schools has expanded a sector that is even more segregated than the public schools. Seven years after the Civil Rights Project first documented extensive patterns of school segregation, the charter sector continues to stratify students by race, class, and possibly language. This study is released at a time of mounting federal pressure to expand charter schools, despite evidence of charter school segregation. The authors' analysis of 40 states, the District of Columbia, and several dozen metropolitan areas with large charter school enrollments reveals that charter schools are more racially isolated than traditional public schools. While examples of truly diverse charter schools exist, data show that these schools do not reflect broader charter trends. Four major themes emerge from analysis of federal data. First, while charter schools are increasing in number and size, enrollment presently accounts for only 2.5% of all public school students. Second, charter schools, in many ways, have more extensive segregation than other public schools. Third, charter school trends vary across different regions of the country. Fourth, major gaps in multiple federal data sources make it difficult to answer fundamental questions about the extent to which charter schools enroll and concentrate low-income students and English language learners (ELLs). Charter schools receive public funding and therefore should be equally available to all students. The authors conclude with some recommendations.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States