Charter Schools

What Charter Schools Can Teach Us About Teacher Voice

by Richard D. Kahlenberg & Halley Potter — March 09, 2015

Charter schools were originally proposed as vehicles to give teachers more leadership opportunities; however, the sector has evolved to focus on empowering management over teachers, and today just 7% of charter schools are unionized. This commentary piece explores what lessons can be drawn from the experiences of charter schools, both positive and negative, and how to run schools and structure the teaching profession to build and retain strong teachers. A subset of charter schools are pioneering new avenues for empowering teachers that could be adopted in other public school settings.

Ohio Charters and Phantom Students

Sugestão do Luís Braga.

Sponsors of Policy: A Network Analysis of Wealthy Elites, their Affiliated Philanthropies, and Charter School Reform in Washington State

O registo no site pode ser gratuito mas eu deixo aqui o pdf completo: CharterSponsor.

Probe Of Charter School Group Blasts ‘Suspect’ Conduct, ‘Rampant Nepotism’

Exposing the charter school lie: Michelle Rhee, Louis C.K. and the year phony education reform revealed its true colors

Charter schools promised new education innovations. Instead, they produced scam after new scam.

Charter schools slip on latest state report card

NY State Official Raises Alarm on Charter Schools — And Gets Ignored

A top official in the New York State Comptroller’s Office has urged regulators to require more transparency on charter-school finances. The response has been, well, nonexistent.

Agradecendo a referência ao V. Teodoro.

… um dos exemplos mais inspiradores dos nossos putos tóxicos (de várias idades) do chá pu como a fraude está ali paredes meias com o sucesso a martelo: charter-schools-PA-Fraud-1.

Já escrevi várias vezes que não tenho quaisquer problemas em admitir os mecanismos da “liberdade de escolha” como passíveis de consideração, desde que concebidos a pensar efectivamente na melhoria do serviço educativo prestado aos alunos com maiores necessidades e dificuldades. já me levanta mais dúvidas que sejam uma mera justificação instrumental para práticas financeiras pouco escrupulosas ou para trafulhices pseudo-pedagógicas e/ou curriculares.

Este caso da Pensilvânia merece especial consideração porque há quem por cá goste muito de o referir e, ao que sei, de o visitar para ver como funciona.

The great charter school rip-off: Finally, the truth catches up to education “reform” phonies


Sugestão do Luís Braga.

Special Education Charters Renew Inclusion Debate

Neste caso, é no Estado do presidenciável republicano Chris Christie:

Flipping Schools: The Hidden Forces Behind New Jersey Education Reform

Pagar mais para ter o melhor:

Charter school’s $125K experiment


Sugestão do Vítor Teodoro.

Charter School Founder Accused of Giant Scam

WASHINGTON (CN) – The District of Columbia claims in court that a charter school founder steered more than $13 million in public funding to a company he owns, to do management work that direct employees of the school performed themselves.
The District of Columbia sued Kent Amos and Community Action Partners and Charter School Management in Superior Court, accusing them of spending public money on exorbitant fees for Amos’ school management company.
“Over the course of the last decade, defendant Kent Amos has caused Community Academy Public Charter School, Inc., a nonprofit corporation, to distribute in excess of $13 million to a for-profit company he owns and controls,” the complaint states.



Why Is This Charter School Management Company Still in Business?

Because they are private corporations it is very difficult to get information on the operation of for-profit charter schools, charter school management companies, and the financial groups behind both the for-profit charter school industry and the non-profit sector. This company, National Heritage Academies, stands out because of its electronic “paper trail.” It is a cautionary tale and a warning about what can happen if charter schools ultimately replace public school systems.

Agradecendo a referência ao Luís Braga.

Characteristics of North Carolina Private Schools


Agradecendo à A.C. as ligações:

Surge in New Charter Schools Worries N.C. Educators

New Lawsuit Challenges Constitutionality of N.C. Voucher Program

Perfect Storm of Charter School Scandal in DC

The burgeoning scandal involving the Options Public Charter School is an all-in-one composite of everything that might go wrong with private, for-profit “educators” trying to make more than a buck from public education under the guise of charter school management.


Agradecendo a referência ao Luís Braga.

Four tough questions about charter schools


It is time to ask some hard questions. In the past six years, have charters:

1. Narrowed the gap in educational achievement by race and class, whether measured by test scores, high school graduation rates, college completion rates, or  more holistic measures?

2. Helped to stabilize and improve inner city neighborhoods and protect them from gentrification, displacement and demographic inversion (moving the poor out of cities into the suburbs)?

3. Created a stable force of talented committed teachers in inner city communities, many of whom live in the communities they teach in?

4. Helped reduce neighborhood and school violence or disrupt the school-to-prison pipeline in any important way?

If the answer to all or most of these questions is no (and it is), advocates for public education need to have an honest conversation with the civil rights community about charters, understanding the basis of community support for these schools while respectfully pointing out how real-estate interests, profiteers and ambitious politicians have taken what began as an experiment and turned it into a scorched-earth policy that may well be doing more harm than good.

In all too many cities — New York City, Chicago, Newark, Detroit, Philadelphia– the creation of charters during the Obama presidency has not been a slow,  incremental policy crafted and implemented with careful community consultation, but rather a dramatic transformation of the educational landscape made possible by the mass closing of public schools that have served communities for decades, often over the protests of neighborhood residents.

The sheer number of these closings — 168 in New York City over the last four years, 47 in Chicago in the last year — as well as the speed with which they have occurred, have been unprecedented in the history of U.S. education.. The result has been destabilization of neighborhoods, weakening of teachers unions, and mass firings of veteran teachers — many of them teachers of color — all done with the support of the U.S. Department of Education as part of its Race to the Top policy. Though these measures have been justified as advancing educational opportunity in inner-city communities — and have been indeed promoted as a “civil rights” measure by Obama administration officials — we need a careful evaluation of the results on students, families and communities before closings and charter formation on a grand scale are brought to other cities.

To date, they have not produced the results they promised.

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