Measuring Charter Schools

"Multiple Choice: Charter School Performance in 16 States" is the 2009 report from the Center for Research on Education Outcomes (CREDO) at Stanford University. It's one of (if not the single most) comprehensive assessments of charter school performance that's out there now.  The bottom line: only 17% of the charter schools evaluated in the survey performed better than their local public school counterparts; nearly half of the charter schools performed no differently than other public schools; and 37% performed worse than the local traditional schools in the area. Here's the report.

What does this mean? Well, for starters, it means that the overwhelming support for the charter school model as a clear and effective alternative to traditional schools is not in any way supported by a body of substantive national research. We see this all the time: someone famous (and rich - they have to be rich) or some educational professional-of-the-week, or some politician determined to kill public education raves about the charter schools in their neck of the woods, and wonders (with frequently feigned concern for "the children") why we "can't give all of our kids the education they deserve?" In recent years, Bill Gates has traveled down the well-worn path of trying to increase the number of charter schools, and turning the remaining schools into something akin to widget factories. For these dubious efforts, he has been roundly criticized by folks who know what they're talking about - people like Diane Ravitch, who asks Gates a series of pointed questions here, and Anthony Cody, a 20-year veteran of the Oakland Public Schools who had the nerve to ask Gates some more questions and make some clear observations here.

All I know is that when it comes to education - and the riddle of public education in particular - there are more than a few moving parts.  Quick - name all of the ingredients that we have to take into account when it comes to educating a child, any child. Here's my quick list: kids, parents, teachers, learning styles, social dynamics, income, race, health, taxes, buildings, nutrition, principals, policy, legislation, politics, community investment, culture, crime, educational standards, testing, the arts, athletics, opportunity, passion, dedication, luck and prayer (especially if there will be math). I remain highly skeptical of anyone who comes along with the "silver bullet" answer to a problem that has bedeviled our society for far too long. You should be skeptical, too.