charter-schools-today-2004-compendium by The Center for Education Reform

Charter

oday T Schools:

Changing the face of american education statistics, stories, and insights

Charter Schools: Changing the face of american education statistics, stories, and insights

Table of contents

National Charter School DatA ...........................................................

3-4

Annual Survey of Americaâ&#x20AC;&#x2DC;s Charter Schools ........................

5-18

Achievement Against All Odds ..............................................................

19-37

Charter School Closure Data ...............................................................

39-68

ÂŠ 2004 by The Center for Education Reform 1001 Connecticut Avenue, NW, Suite 204 Washington, DC 20036 Edited by Anna Varghese Marcucio, Tim Sullivan and Autumn Cooper Graphic Design by Rami Bizri All rights reserved. No part of this may be used or reproduced, stored in a database or retrieval system, or transmitted, in any form or by any means, including electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author. Printed in the United States of America.

Forward Charter Schools in America -- The Untold Story What makes charter schools tick? How well are they doing? How do we know? An understanding of what's really going on in charter schools is often lost in the data and hoopla surrounding charter schools. Good-news stories generally don't make for good news, and the struggles of schools that fight hard against the status quo don't make good news either. But those stories, and successful struggles exist -- and are worth telling. Once in business, the charters we have followed demonstrate not only their success with their own students, but additional success in paving the way for change in the traditional public-sector education community. In The Center for Education Reform's "Achievement Against All Odds," the story of charter school success, the obstacles they face and the ripple effects their waves have on the public education sea are featured. But if stories are not your idea of "good data," take a look at the Survey of America's Charter Schools. Most conventional surveys yield a 10 percent or lower return and still are considered definitive in the information and insights they yield. Amazingly, CER's survey yielded more than three times the number of typical surveys, and received valid responses from more than a third of charters operating at the time. This tells us, first, that our findings represent some of the best data available about charter schools and, second, that charter schools are anxious to participate in any exercise by a credible and respected organization that wants to get the real news about charters into the hands of those who need it most. Finally, if you question whether charters are, or can ever be, truly accountable, you need look no further than CER's unique analysis of all the charter schools in America that have ever closed, and why they closed. While no one likes to admit to not mastering an effort they undertake, the reality is that all ventures have some degree of failure and such failure is an indication of real accountability, to both the public and to the laws a venture must follow.

The Center for Education reform

Charter schools came into being because the opportunities to hold public schools of the past accountable were scarce. Charters are held accountable and show that results, not seat time, are the best definition of a school's success. This concept was alive and well from the opening of the very first charter school in 1992 and has sparked major changes in public policy -- from standards, to curriculum, to more choices for parents and more options for children. Today, thanks to charter schools, closing a public school is no longer heresy and demanding success is a feature charters proudly live by. And one of the few places where you can learn more about all of it, is right here.

Jeanne Allen President April 2004

charter schools today: forWard

National Charter School Data

Operational Schools by Year Opened State (Yr. Law Passed) Alaska (1995) Arizona (1994) Arkansas (1995) California (1992) Colorado (1993) Connecticut (1996) Delaware (1995) D.C. (1996) Florida (1996) Georgia (1993) Hawaii (1994) Idaho (1998) Illinois (1996) Indiana (2001) Iowa (2002) Kansas (1994) Louisiana (1995) Maryland (2003) Massachusetts (1993) Michigan (1993) Minnesota (1991) Mississippi (1997) Missouri (1998) Nevada (1997) New Hampshire (1995) New Jersey (1996) New Mexico (1993) New York (1998) North Carolina (1996) Ohio (1997) Oklahoma (1999) Oregon (1999) Pennsylvania (1997) Rhode Island (1995) South Carolina (1996) Tennessee (2002) Texas (1995) Utah (1998) Virginia (1998) Wisconsin (1993) Wyoming (1995) Nationwide Total

Total 1992- 1993- 1994- 1995- 1996- 1997- 1998- 1998- 1999- 2000- 2001- 2002- 2003- Operating 1993 1994 1995 1996 1997 1998 1999 1999 2000 2001 2002 2003 2004

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0

0 0 0 27 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 0 0 0 0

0 1 0 28 12 0 0 0 0 0 0 0 0 0 0 0 0 0 1 3 6 0 0 0 0 0

1 46 0 24 8 0 0 0 0 2 1 0 0 0 0 0 0 0 13 37 2 0 0 0 0 0

0 53 0 20 7 0 2 1 4 1 1 0 0 0 0 0 2 0 6 34 3 0 0 0 0 0

8 51 0 13 17 10 1 1 26 1 0 0 6 0 0 1 3 0 1 29 5 0 0 0 0 11

3 46 0 28 11 4 1 12 39 5 0 1 8 0 0 10 3 0 9 32 12 1 0 1 0 15

1 74 0 82 7 2 0 11 36 3 0 5 4 0 0 0 2 0 6 35 16 0 15 4 0 11

2 69 0 62 12 0 3 6 33 6 6 0 1 0 0 1 3 0 3 13 14 0 5 1 0 7

0 73 3 63 10 0 2 4 50 6 14 0 5 0 0 15 2 0 2 8 11 0 1 2 0 4

1 60 3 78 7 0 2 3 39 8 3 7 3 11 0 2 1 0 5 5 12 0 5 3 0 2

4 18 5 75 4 0 2 4 31 4 1 3 3 6 0 2 0 0 4 14 11 0 1 3 0 2

491 11 500 97 16 13 42 258 36 26 16 30 17 0 31 16 0 50 210 97 1 27 14 0 52

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 33

1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 53

0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 139

0 0 0 0 0 0 0 0 0 0 17 0 0 5 0 156

0 0 27 0 0 1 6 1 0 0 5 0 0 9 0 233

0 0 21 15 1 0 23 1 2 0 74 3 0 15 0 396

1 2 17 24 0 1 17 0 4 0 66 3 0 17 0 466

8 16 15 21 5 9 18 1 1 0 20 2 1 31 0 395

11 12 7 31 4 6 11 3 1 0 33 0 5 21 0 420

6 7 6 37 0 7 15 2 5 0 19 4 2 24 1 395

10 13 1 11 2 19 13 0 6 4 7 7 1 18 0 309

37 50 94 139 12 43 103 8 19 4 241 19 9 146 1 2996

Approved to Open 2004-05 0 6 0 15 1 0 0 0 0 2 0 0 0 3 0 0 3 0 5 0 5 0 0 5 0 4 0 2 5 0 0 0 3 1 0 0 0 1 0 2 0 63

The Center for Education reform

National Charter School Data (2004) STATE NATIONAL TOTAL Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Louisiana Maryland Massachusetts Michigan Minnesota Mississippi Missouri Nevada New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina Tennessee Texas Utah Virginia Wisconsin Wyoming

TOTAL SCHOOLS 2,996 20 491 11 500 97 16 13 42 258 36 26 16 30 17 0 31 16 0 50 210 97 1 27 14 0 52 37 50 94 139 12 43 103 8 19 4 241 19 9 146 1

* Total does not reflect enrollment for 81 cyber charter schools.

charter schools today: Statistics

ENROLLMENT BY AVERAGE STATE ENROLLMENT* 741,949 3,320 77,139 2,608 169,904 27,698 2,614 6,032 12,287 56,826 14,952 4,431 3,253 11,326 3,086 0 2,622 4,222 0 15,391 63,770 13,178 334 12,482 3,967 0 14,108 4,772 12,714 22,340 34,980 2,650 3,047 33,107 1,363 3,503 610 71,080 2,784 940 22,409 100

248 166 157 237 340 286 163 464 293 220 415 170 203 378 182 0 85 264 0 308 304 136 334 462 283 0 271 129 254 238 252 221 71 321 170 184 152 295 147 104 153 100

Annual survey of Charter schools

Annual survey of America’s Charter Schools

he Center for Education Reform (CER) is pleased to again present the findings of its most recent nationwide survey of charter schools, including data compiled from charter schools operating in the 2002–2003 school year. The responses represent 795 of the more than 2970 charters that were in operation in 2003 in 37 states and the District of Columbia. This reflects a response rate of 27 percent, more than three times higher than previous survey response rates. CER’s survey posed general questions to these charter schools about their educational programs and operations, the tests they give, and the populations they serve. As we reported in our last survey, “results paint a picture of a diverse and vibrant system of charter schools that are held accountable by both traditional and non-traditional means. The results — and the actions of the schools — implicitly and explicitly reject the assertions of charter school opponents who fear their growth. Judging from the results, charters are accountable, educate underserved students, and provide innovative opportunities children and parents are unable to receive in their local traditional public school.” “Yet, charters continue struggling to overcome obstacles not in the path of traditional public schools. Charter schools are typically required to operate with less funding than traditional public schools and, in many cases, have to finance their capital costs for facilities out of the same per-pupil expenditure — an obstacle not confronted by their traditional public school brethren.” “[Still] charter schools continue to develop, thrive and, most importantly, serve the children they educate by providing more individualized instruction that better meets each child’s needs. Charter schools’ success is evident in both student achievement, with increasing examples of success by students who were not previously successful in traditional public school, and in community response: nearly 40 percent of charter schools have waiting lists.”

The Center for Education reform

Key Findings Summary An over-representative sample of charter schools finds that they are highly accountable, smaller, leaner, more community-based and innovative. According to the 2002-2003 survey, the nation’s charter schools are:

Ensuring Accountability Ninety-four percent of charter schools report administering at least one standardized test (91 percent administer two) including state tests in those states that have them, and are held to the same standards for those tests as traditional public schools. (The other six percent are likely alternative learning programs with non-traditional assessments, or are providing services to pre-school or post HS ages.)

Educating Under-served Students Charters serve students who largely are under-served in the traditional public school environment: at-risk students, minority students, and low-income students. Traditional public schools do not provide the specialized attention and tailored programming that charters offer these students. Charters continue to target services to students at the ends of the instructional spectrum who are being failed by a “one-size-fits-all” education system: gifted and talented students, teen parents, expelled and court-adjudicated youth, and non-English speaking children.

Meeting Parents’ Demands for Smaller Schools Research has proven that smaller is typically more advantageous for learning. (Of course, it depends on the programs being used and what is expected). Average student enrollment in traditional public schools is 539 — twice the average charter school enrollment of 269. Nearly 40 percent of charter schools have a waiting list, averaging 135-students in length.

Providing Innovative, Quality Choices Charters can innovate and have the flexibility to utilize programs that are normally not part of agreed-upon district guidelines. There are more researchproven instructional programs operating in charters than in non-charter public schools. For example, twenty-seven percent of charter schools report using the “Core Knowledge” and/or “Direct Instruction” curriculum. The range of instructional programs offered by charters also is growing, and includes such programs as Expeditionary Learning and Virtual/Cyber courses.

charter schools today: survey

Giving More Instructional Time Spending more time teaching (the right kind of curriculum) can have a profound effect on at-risk students. But this is rarely an option in traditional public schools because of the restrictions of district work and bargaining agreements. The flexibility of charters allows for more instruction time with 41 percent offering either or both an extended school day or an extended school year.

Doing More With Less Charter schools appear to cost less and receive fewer dollars than traditional schools, and yet they are providing more services and demonstrating achievement at faster rates than non-charters. The average per-pupil cost reported was $6,501, versus $7,000 per pupil in traditional public schools. But charter schools face the difficult additional burden of receiving only $5,688 per pupil, an $813-per-pupil shortfall in funding. Respondents report that about three percent of their budget is provided from private donors.

Expanding Responsibility Beyond Traditional Education States with multiple chartering authorities have 14 times more charter schools than states requiring local school board approval only. Local school boards, however, are more likely to grant charters when state laws permit multiple authorizers or when there is a strong appeals process. Only six percent of charter schools are in the 13 states that allow for only one authorizer, while 94 percent are located in states with multiple chartering authorities or a strong appeals process.

Fostering Diverse Schooling Options Chartering brings more community groups and civic institutions into the education business. Thirty-seven percent of charter operators report having been started by an existing non-profit organization, as opposed to individual groups of parents or teachers or even public schools that started charters. Some popular examples: Urban Leagues, the YMCA, museums and arts institutions.

Maximizing Resources The effective use of human resources is one of the most critical elements of the management â&#x20AC;&#x201C; and success â&#x20AC;&#x201C; of schools and instructional programs. Charter schools generally maintain very high ratios of teachers to administrative personnel, averaging 15 full-time teachers to an average of 3.5 full-time administrative staff. The Center for Education reform

Annual Survey of America’s Charter Schools Charters Ensure Accountability A favorite criticism of charters is that they are not accountable because most do not report through the typical chain of command of a school district. However, charters are maintaining accountability systems that are showing results. (See the recent Brookings Institution report entitled “How Well Are American Students Learning?”). Ninety-four percent of charter schools reported administering at least one standardized test, with 91 percent

administering at least two. (The remainder likely provide alternative education programs for students that have dropped out or serve only preschool age children.) Also, although charter critics frequently define “accountability” only on the basis of state law, charter schools typically promise, over and above state requirements, a certain level of achievement in the body of their charter agreement.

Figure 1: Charter School Testing Requirements Charter schools that administer at least one Standardized test Require a state-specific test Require a Stanford 9

Require the Iowa Test of Basic Skills

Require the California Test of Basic Skills Require the California Achievement Test Require the Terra Nova

Require another standardized test

charter schools today: survey

2002

2003

98%

94%

50%

44%

57% 11% 3% 4%

10% 38%

58% 12% 4% 8%

11% 35%

Figure 1A: Charter School Testing Charter Schools using multiple testing requirements Percentages of charter schools reporting use of at least two standardized tests Charter schools that administer at least two Standardized tests

Require Stanford Assessment Test (SAT9) and State-specific Test Require Stanford Assessment Test (SAT9) and Other

Require Stanford Assessment Test (SAT9) and CA Achievement Test Require Stanford Assessment Test (SAT9) and Terra Nova

2003 91% 28% 14%

3.4

Require Stanford Assessment Test (SAT9) and Calif.Test of Basic Skills

1.6%

Require State-specific Test and Other

19%

Require Stanford Assessment Test (SAT9) and Iowa Test of Basic Skills

Require State-specific Test and Iowa Test of Basic Skills

Require State-specific Test and Terra Nova

Require State-specific Test and California Achievement Test

Require State-specific Test and California Test of Basic Skills

3.3%

Require Iowa Test of Basic Skills and Other

Require Iowa Test of Basic Skills and Terra Nova

Require Iowa Test of Basic Skills and California Achievement Test Require Iowa Test of Basic Skills and Terra Nova Require California Test of Basic Skills and Other

Require California Test of Basic Skills and Iowa Test of Basic Skills

Require California Test of Basic Skills and California Achievement Test Require California Test of Basic Skills and Terra Nova

Require California Achievement Test and Other

1.5%

3% 1% 1%

1.1% 1% 1% 1% 2%

The Center for Education reform

Charters Educate Under-served Students School data confirms recent research: charter schools frequently structure their curricula, operations, and instruction to serve children that are traditionally under-served by the district school systems, such as at-risk, minority and low-income students.

risen from 10 percent to 27 percent, suggesting the difficulty traditional public schools have in providing education using a “one-size-fits-all” system. Indeed, charter schools seem to better address the needs of students at both ends of the educational performance continuum: Eighteen percent of charters indicate they view teen parents as a target population to be served, up from 12 percent in last year’s survey and 12 percent target disabled students, up from 8 percent last year. In addition, 10 percent of charters target expelled youth, 11 percent target court-adjudicated youth, and nearly a quarter target English-as-a-Second-Language students.

Middle-income majority students also benefit from charter schools, particularly those who are not well served by traditional public schools. Middle-income majority students who have not been successful in traditional public schools may gravitate toward charters specifically because these schools offer a better path to success. Over the last year, the percentage of charters identifying “gifted and talented” students as a target population to be served has

Figure 2: Student Populations Percentage of charter schools serving selected populations Explanitory Note: For example, in the minority category 7 percent and 47 percent are combined to show that 54 percent of all charter schools serve a minority population of 41 percent or above.

Minority

Free/Reduced Lunch

At risk/dropout 0%

charter schools today: survey

10% 20% 30% 40% 50% 60% 70% 80% 90% 100% <20%

21-40%

41-60%

>60%

Charters Meet Parents’ Demands for Smaller Schools Research shows that smaller schools lead to higher student achievement. Charter schools deliver the smaller size that produces results — and that parents want. Most charter schools are relatively small, with an average of 269 students, while the average enrollment in traditional public schools is twice that number, at 539. In a notable change from last year’s survey data, the percentage of schools with long waiting lists dropped from 69 to 39, and a decrease

in the size of the lists from (averages of) 166 students to 135 students. These changes are due, in part, to an increased number of charters and a larger base of survey respondents. In 1998, CER predicted that the increasing number of charter schools and the competition they would inspire would result in shorter waiting lists. This year’s numbers are proving this prediction right and also tend to support CER’s earlier observation that last year’s increase in student waiting lists is an anomaly.

Figure 3: Charter School Waiting Lists Average Enrollment

Percentage of schools with waiting lists Average no. of students on waiting list

2000-01

2001-02

2002-03

63%

69%

39%

258 112

242 166

269 135

Charter Schools Provide Innovative Choices Charter schools provide multiple curriculum options, responding to the demand for better and more focused curricula that meet the needs of each school’s distinct population. As stated last year: “Even charter critics such as the American Federation of Teachers admit that ‘charter schools use education programs that are not offered in their

host districts.’” Respondents to the 2003 survey again bear out that admission, offering a range of learning methodologies, from E.D. Hirsch’s Core Knowledge Curriculum to Expeditionary Learning to Online learning. (For more information on effective methodologies and organizations, go to our web glossary at http://www.edreform.com/glossary.htm).

The Center for Education reform

Most charter schools choose a specialized teaching strategy — one the school’s operators believe will best meet students’ needs. The curricula programs offered by charter schools vary considerably. Some, for example, focus on specific disciplines (such as math and science or the arts), while others are built around students’ future plans (college preparation or

school-to-work). While comparable data for all public schools is unavailable, anecdotal evidence suggests that, overall, charter schools specialize more than traditional public schools. District public schools are less likely to specialize because the instructional methods and curricula for the entire district are usually centralized.

Figure 4: Curriculum/Instructional Focus Charter schools use specialized teaching strategies* Core Knowledge

14%

Science/Math Prep

13%

College Prep

Thematic Instruction Direct Instruction Back to Basics Constructivist Arts

Outcome-Based Education Home/Independent Study School to Work

Bilingual/Foreign Language GED/HS Completion Montessori

Expeditionary Learning Virtual/Cyber/Online Waldorf

International Baccalaureate

* Figures add to more than 100 due to rounding.

charter schools today: survey

13% 12% 13%

9% 5% 6% 6% 4% 6% 4% 3% 5% 4% 3% 1% 1%

Charters Provide More Instructional Time Perhaps the most innovative, yet simple, value provided by charter schools is increased instructional time for their students. Few traditional public schools have stretched their hours beyond the traditions of 180 days a year, 6.5 hours per day. Many charters provide additional instruction time because they are able to make innovative allocations of resources. Forty-one percent of survey respondents go beyond the “typical school year” and “typical school day:” Eighteen percent offer an extended school day and school year; sixteen

percent offer an extended school day only; and seven percent offer an extended school year only. (As noted last year, the U.S. Department of Education’s National Center for Education Statistics, asks schools if they offer “Extended day or before-school or after-school daycare programs.” Although daycare-type services should not be confused with instructional time, it must be noted that nearly 63 percent of charters offer students such additional time in school, while only 46 percent of traditional public schools do so).

Figure 5: Instructional Time Charter Schools Provide More Instruction 18.00%

16.00%

59.00% 7.00%

Offer extended school day and extended school year: Offer extended school day, but not extended school year: Offer extended school year, but not extended school day: Traditional school day and year:

The Center for Education reform

Charter Schools Do More With Less Charter schools appear to cost less and receive fewer dollars than traditional schools, and yet they are providing more services and demonstrating achievement at faster rates than non-charters. Survey respondents report that their perpupil cost averaged $6,504 versus the average traditional school cost of more than $7,000 per pupil reported by the National Center for Education Statistics. Charter schools also face additional burdens: Respondents report receiving only $5,688 per pupil, and also report that about three percent of their budget must be provided from private donors.

Finally, they report that nearly 16 percent of their annual budget is spent on capital, or facilities, expenses. This category is typically not included in a traditional public schoolâ&#x20AC;&#x2122;s perpupil expenses because it is included in overall systemâ&#x20AC;&#x2122;s capital budget. Charter schools, then, start off with fewer instructional dollars, have to raise part of it from private contributors, and in many cases are forced to slice off even more to pay for rental, renovations, or a mortgage - expenses furnished to traditional public schools by their school district.

Figures 6A-D: Finances Charter Schools Do More With Less

Figure 6A: Average Cost-Per-Pupil Breakdown

Average Cost Per Pupil: $ 6,501 Surveys reporting a cost per pupil amount between $0-$5000 155 surveys $5001-$7000 225 surveys $7001-9000 104 surveys $9001+ 61 surveys

Average = $4,191.24

28.4%

Average = $5,930.16

41.3%

Average = $7,929.71

19.1%

Average = $12,044.59

11.2%

charter schools today: survey

Figure 6B: Average Revenue-Per-Pupil Breakdown Average Revenue Per Pupil: $5,688 Surveys reporting a revenue per pupil amount between $0-$5000 194 surveys $5001-$7000 222 surveys $7001-9000 90 surveys $9001+ 39 surveys

Average = $4,245.02

35.6%

Average = $5,955.73

40.7%

Average = $7,860.66

16.5%

Average = $12,771.71

7.2%

Figure 6C: Sources of Revenue for Charter Schools 3%

10%

84% State

District

Federal

Private

Figure 6D: Budget Allocations for Charter Schools 16%

80% Planning

Operating

Capital The Center for Education reform

Multiple Chartering Authorities A review of who grants charters illustrates the impact of different state charter laws. Overall, there are more charter schools in states that allow more than one sponsor to grant charters. Other findings from data on charter schools in 2003: Only six percent of charter schools are in the 13 states that require local school boards to approve charter school applications (Maryland was excluded from this count since the law was just enacted this year). Ninetyfour percent are in the remaining 27 states. In other words, states with

multiple authorizers have 14 times more charter schools than states requiring local school board approval. â&#x20AC;˘ Arizona, California, Michigan and Texas, which allow for multiple chartering authorities or have a strong appeals process, have half of all the charter schools in the United States. â&#x20AC;˘ States requiring local school board approval of charter schools have an average 15 charters per state. States with multiple chartering authorities or a strong appeals process have an average 104 charters per state.

Figure 7: Percentage of Charters Approved by Various Authorities 2000-01

2001-02

2002-03

Local School Boards

43%

44%

43%

Universities/Colleges

State Boards of Education Other state chartering boards *Other

37% 7% 5%

29% 12% 6%

* These responses listed county offices of education, mayorsâ&#x20AC;&#x2122; offices, or did not specify.

28% 14% 8%

Charter Schools Foster Diverse Schooling Options Charter schools engage community groups in ways that traditional schools cannot. Charter schools continue to enjoy a vibrant mix of applicants and operators providing diverse opportunities for communities and parents. Non-profit organizations continue as the leaders

charter schools today: survey

in applying for charters and running charter schools. Thirty-seven percent of respondents cited their applicants/operators as non-profits. The next highest percentage, 26.4, represents public schools, with the next highest, 16 percent, consists of combined groups.

Figure 8: Charter Applicant/Operator 2003 Public School

26.4%

For-Profit Organization

Community Group

4.5%

Private School

Parent(s)

Teacher Union

<1%

Teacher(s)

4.6%

Combination

16%

Non-Profit Organization

37%

University/College

1.5%

Charters Maximizes Human Resources An effective balance between teachers and administrators is key to ensuring schools meet their primary responsibility: to educate children. Charter schools generally maintain very high ratios of teachers to administrative personnel, averaging 15 fulltime teachers to an average of 3.5 full-time administrative staff.

Figure 9: Number of Employees Average number of charter school employees for the following positions *Based on the number of survey respondents for each category 2003

Administrative Part Time Administrative Full Time Teacher Part Time Teacher Full Time Paraprofessional

3.5 5.9

15.36 5.46

The Center for Education reform

The greatest challenges charter schools continue to face are facilities and funding issues. Asked an open-ended question about their schoolâ&#x20AC;&#x2122;s greatest challenge, an overwhelming one-quarter of the respondents gave an answer that related to facilities and funding. These challenges include inability to find a permanent facility, inability to expand an existing facility, spending large amounts of funding to rent a facility, and lack of support from the district and/or, state in securing a permanent facility. In addition to facilities and funding issues, charter school respondents also expressed cited; transportation, marketing, support from state, district hostility, a mis-informed public, and political opposition from school boards.

Notes on Survey Methodology Not all schools responded to all questions. For each question, percentages are based on total responses to that particular question. For some questions, total responses may add to more than 100 percent, either because schools gave more than one answer to each question, or due to rounding.

charter schools today: survey

ACHIEVEMENT AGAINST ALL ODDS

Achievement Against All Odds alaska

Success

The Aurora Borealis charter school in Kenai once again proved their place among the top schools in the state. The K-8th grade school topped the charts with an 83 in 5th grade reading and an 89 in 7th grade math on the state required Terra Nova Testing. The sixyear-old school, which serves 130 students, attributes its successes to its Back to Basics curriculum, which utilizes Core Knowledge, Direct Instruction, the Saxon mathematics and Riggs phonics programs and also the essential role of parental involvement. Sam Stewart, the school district’s curriculum and assessment director of secondary education explains, “Charter schools usually require a higher level of parent involvement and as a result show higher test scores. Aurora Borealis did do very, very well.”

arizona

ripple

success

In recognizing the importance of maintaining a responsible voice within the community, principal Nirvair Khalsa of Khalsa Montessori School in Tucson, alerted her school’s community to the dangers of the videogame Hitman 2: The Assassins. The purpose of this video game, produced by Edios International, was to shoot and kill villains who were obviously intended to represent members of the Sikh faith. Khalsa encouraged the families at the school to join Sikh organizations and leaders in a protest against the game. The resulting online petition and letter-writing campaign resulted in Edios removing material offensive to Sikhs from its website and from the video game; several retailers, including Wal-Mart, pulled the game from its shelves. Arizona Senator John Kyl wrote to the Khalsa Montessori community to commend them for working “to uphold standards of decency.”

The latest AIMS test results have been released and students at the BASIS School, Inc., in Tucson once again showed their continued level of excellence. BASIS 8th grade students’ math results were the best in their county and the second best in the state. BASIS 10th graders were also recognized for having 86 percent of the class meeting or exceeding standards in math and 93 percent meeting or exceeding standards in reading. BASIS credits much of its success to support received from parents and also to its well-designed curriculum. BASIS maintains a maximum class size of 25 students and uses curriculum programs based on the Core Knowledge and Saxon math programs. The Center for Education reform

california

ripples

The CHIME school in Los Angeles has lived up to its promise to serve as a laboratory of innovation that leads to educational improvements for all. The Los Angeles Unified School District recognized the success of this Woodland Hills charter school that serves children with a range of learning disabilities and, in an attempt to replicate this success, announced a partnership with the school’s operators. Many consider District C’s partnership with CHIME as the first of its kind within Los Angeles Unified, whose officials in the past had regarded charter schools with suspicion and even animosity. With their embrace of charter schools leaders of the Oakland School District have outwardly proven their commitment to ensuring all children within the district are provided an education that will enable them to succeed. From 2001 to 2002, charter numbers grew from 358 schools serving approximately 135,000 students to 436 schools serving 166,000 students. Oakland oversaw 14 charter schools in 2002 with plans for new schools underway.

A San Mateo County judge ended a 3-year search for a permanent facility by ruling that the Sequoia Union High School District must provide Aurora Charter High School with classroom space. Since opening in 1999, Aurora has operated out of a park and a warehouse and has undergone four moves in three years. Sequoia sued Aurora arguing that it should not be held responsible for providing classrooms to Aurora because the school was chartered by the Redwood City School District, an elementary district that feeds into Sequoia. The judge questioned the validity of Sequoia’s argument due to the evidence that Sequoia had asked Aurora to apply for its charter in Redwood City to save money. The court’s decision was hailed as a huge success for charter schools, supporting the view that charter schools deserve fair and equitable funding.

obstacles Despite reducing its projected operating budget deficit by over $250,000, the survival of the Nevada City School of the Arts may still be in jeopardy. In addition to financial concerns, Nevada City School of the Arts also faces a facilities hurdle. Despite successes that include being the first charter school ever to receive a national Blue Ribbon Award, the Nevada City School of the Arts must eventually engage in a massive community-wide fundraising campaign to maintain its promise to students and parents not to cut any academic programs. The school currently resides in a business complex shared with another charter school. The complex lacks a playing field and - even more integral to the performing arts-intensive curriculum - an auditorium. School officials are currently regrouping and looking into saving money by buying their half of the business complex instead of building their own facility; they fear, however, that if the financial situation doesn’t improve, the Nevada City School of the Arts will not survive. 20

charter schools today: stories

obstacle

The Los Angeles School Board voted by a narrow margin to grant the application of Granada Hills High School to convert to a charter school, after a long protected battle in which district leaders publicly said they did not want to approve it. Granada Hills is one of the highest performing schools in the district and sought charter status to free itself from the bureaucratic control of its school district. Instead of the five-year term usually granted for charters, Granada Hills was provided only one year to prove their success. This means that the application for renewal will come before any test scores are released on their one-year anniversary as a charter. School board officials said that they would use reductions in class size, new course offerings, financial management, and public support to measure Granada Hills' success. With a new school board more hostile to charters now in place, Granada Hills charter’s fate is in question.

colorado ripple

A waiting list in the hundreds for Jefferson County’s first Montessori charter, Montessori Peaks, sparked parents to get together and submit their own charter application. As a result the birth of Compass and other public Montessori schools is the story of middleclass parents clamoring to gain access to an educational model they like without going broke.

obstacle

A group of parents in Steamboat Springs has filed suit against the local school board for refusing to approve their application to open a Montessori charter school – the area's second. The local board has remained firm in its refusal to grant a charter despite twice being appealed to, and approved by the state board. In response to the filing of the suit, the local board has offered to put the question up for public referendum in the November election. Because the charter law does not provide for such a move, however the outcome can have no legal bearing.

success

Cheyenne Mountain Charter Academy, located south of Colorado Springs, is the state’s top middle school for the second straight year, according to the CO Board of Education’s 2001-02 School Accountability Report. The K-8th grade school credits much of its success to the use of both Direct Instruction and the Core Knowledge curriculum.

The Center for Education reform

success

The Colorado Department of Education named Ridgeview Classical School's high school program the second best in the state in its 2001-2002 School Accountability Report (SAR). The SAR rankings are determined using each school's scores on the Colorado Student Assessment Program (CSAP) exams, and Ridgeview certainly excelled in this area compared to other schools in the Poudre School District. Ninety-six percent of Ridgeview's 9th- and 10th-graders scored at proficient or advanced on the 2002 CSAP reading test, 85 percent at proficient or advanced in writing, and 62 percent at proficient or advanced in math. The charter's scores beat the district averages of 78 percent, 62 percent, and 43 percent at proficient or advanced in reading, writing, and math, respectively. The K-12 school combines Core Knowledge and great books curricula and methodology.

connecticut

success

Despite hailing from some of the toughest neighborhoods in the state, students from the fifth through eighth grade Amistad Academy in New Haven surpassed the statewide average in writing and math on the Connecticut Mastery Test, widely considered to be among the countryâ&#x20AC;&#x2122;s most challenging series of tests. This group of students, 100 percent of whom were Black and Latino and 87 percent of whom qualified for free or reduced lunch, significantly outperformed New Haven Public School (NHPS) students in every subject, and more than doubled the NHPS scores in math and writing, despite serving the identical student population.

delaware

ripple

The Charter School of Wilmingtonâ&#x20AC;&#x2122;s science curriculum is receiving some welldeserved attention. The charter high school, which pulls from 60 to 70 feeder schools each year, realized that it needed a science program that could more adequately address the varying science backgrounds of its incoming students. The result was a switch from a traditional one-credit program to a series of half-credit classes in a geosystems course in the freshman and sophomore years, including introductions to physics and chemistry. Following implementation of this curriculum, CSW sophomores scored at the top of the state in science, according to the Delaware Student Testing Program, Dr Rachel Wood, an Education Associate in the Department of Educations Science/Environment Education division, visited CSW to learn more about the curriculum in the hope of using it as part of an effort to improve science education in all of Delaware.

charter schools today: stories

success

The accolades for The Charter School of Wilmington continue to surpass the previous ones. The 9-12th grade school that serves 935 students has the highest state scores in all five areas of the Delaware state assessments. In addition the school has: the highest average SAT scores in the state among all public high schools, the highest student attendance rate in the state, a Math League Press Team ranked first in the nation, most awards received by a school at the Delaware Science Expo, two Presidential Awards for the teaching of Mathematics and Science, first place at Delaware Envirothon, first Place at Delaware Science Olympiad, a college placement rate of 98 percent and a “Superior Performance” rating for overall student performance in Delaware Public School Accountability Ratings.

district of columbia

ripple

The effective teaching styles at César Chavez Public Charter School for Public Policy have inspired Princeton economics professor Alan Kruegar to team up with César teacher Marc Laitin to work together in writing a high school economics textbook. The book will be published by Worth Publishers and released, along with supplementary materials such as a teacher’s edition and study guide, late in 2005. César Chavez is also making waves in D.C. policy circles: the newly created Principal’s Circle will bring public policy and government professionals together with students and teachers to generate new curriculum ideas and enthusiasm for the study of public policy. Professional Principal’s Circle members include directors, fellows, and representatives from the Brookings Institute, the Center for the Study of Social Policy, the Bill & Melinda Gates Foundation, and the Federal City Council.

Under the 1995 D.C. School Reform Act, charter schools supposedly have first dibs on purchasing surplus city buildings unless the District stands to generate significant revenue by selling or leasing them to another party. The “unless”, however, has proven a tremendous obstacle to obtaining facilities, according to several D.C. charters, particularly those that survive solely on public money. As a result, successful schools have been forced to turn away students because the city is offering them buildings that are structurally unsafe and in need of repair beyond their budgets.

obstacles

The Cesar Chavez Public Charter High School for Public Policy continues five years of success despite being housed out of a former laundry plant. The limitations of the facility restrict students to eating lunch at their desks and holding Spanish and biology classes in a corner of a cafeteria. Tri-Community Public Charter School had to delay its opening a year as a result of the facilities obstacle. Tri-Community has a projected enrollment of 400 students in grades K-5 but opened with 30 students in two grade levels; the school could not squeeze any more students into an old office space, the only real estate it could afford.

The Center for Education reform

The Hyde Leadership Public Charter School’s projected enrollment also slipped, from 750 to 600 students, due to its limited space in an 80-year old building that formerly housed Langley Junior High.

obstacles The Thurgood Marshall Academy, home to 103 ninth and tenth graders, rents space from a church, but lacks a gym and a decent-sized library and auditorium. The city offered the school a building in 2002, which cost Thurgood an estimated $10 million to renovate.

success

Since opening in July 2001 KIPP DC: KEY Academy made statistically significant gains in student achievement despite the students’ challenging backgrounds. One-hundred percent of KIPP DC: Key Academy’s student body is African American, and over 80 percent qualify for free or reduced lunch, yet the results are the opposite of similar traditional public schools. President Bush made a significant visit to the school to acknowledge the school’s successes, which include national test scores that far surpass the standard. KIPP credits the autonomy, longer school day, week, and year, as well as its parental and teacher involvement, for its success.

florida The Miami-Dade County School Board approved a plan to create its first commuter elementary school. Ada Merritt Elementary is unique in that it does not have set neighborhood boundaries. Mercedes Toural, the associate superintendent for education, explained the decision: “The public school system is no longer the only game in town, we’re competing with private schools, charter schools, voucher schools. The market wants accessibility and quality programs, and we think we can do that within the public school system.”

ripples

Academie Da Vinci received a $47,000 grant from the Public Charter School Federal Grant Program to share some of its innovative programs, including a second-grade writing program, with other charter schools. The charter’s 4thgraders have consistently scored higher than both the district and the state averages on the writing, reading, and math section of the Florida Comprehensive Assessment Test (FCAT). In 2002, Da Vinci 3rdgraders scored the highest in Pinellas County in reading and third highest in math. Da Vinci 5th graders’ average math score on the FCAT was the highest in the district. The charter school, which places an emphasis on the fine and performing arts, serves about 100 students in grades 1-5.

charter schools today: stories

obstacle

success

The fledgling Gulf Coast Academy of Science and Technology, slated to open on August 11, 2003, was thrown for a loop in June 2003 when the Planning and Zoning Commission denied the charter a necessary permit. The commission cited a traffic impact by the school’s opening, which the charter’s founders say is not an issue thanks to several routes to and from the school’s location in Spring Hill. Supporters of Gulf Coast Academy appealed to the Hernando County Commission; GCA won the case, but the school was forced to change its prospective opening date to August 27, as the commission stipulated that it must first reconfigure its parking lot and bus loop.

Nap Ford Community School in Orlando continues to earn high recognition for its achievements. The K-2nd grade school, which serves 89 students, 73 percent of who qualify for the free and reduced price lunch program, was recently awarded the 2002 New School Award. This award is just the latest of their many awards, which include the 2001 Golden Brick Award, 2001 NFBPA Education Award, and the 2001 Florida Public Charter School Recognition Award.

georgia

obstacle

Two charter schools in Georgia - Charter Conservatory for Liberal Arts and Technology and The Odyssey Charter School - fought for years with local school boards to receive charters but to no avail. As early as 1993, The Charter Conservatory worked for a charter. For three years, from 1997 to 2000, the local board officially denied their application. In 2001, both schools were granted charters after appealing to the state. But instead of getting the funds to which they are entitled, the legislature created a funding formula that makes it more difficult for charters to open their doors.

success

In addition to the recent unanimous decision to renew its charter, Oglethorpe Academy Charter Middle School of Savannah has another cause for celebration. The 6-8th grade school is recognized for the highest scores in the district for all middle school grades on the Stanford 9 tests. In addition, 100 percent of Oglethorpe’s eighth graders meet or exceed state standards on the Georgia state writing exam.

The Center for Education reform

hawaii

success

Several factors contribute to the 80-90 percent college acceptance rate of the students at Education Laboratory School in Honolulu. The K-12th grade school that serves 360 students credits its success to excellent parental support, longer school days and extensive curriculum and graduation requirements, annual school retention rate of 99 percent and a high rate of student awards and achievements.

illinois

ripple

obstacle

success

A poster hanging in the entryway to the Fort Bowman Academy Charter School in Cahokia outlines changes in curriculum and programming in Cahokia public schools that reflect the influence of the charterâ&#x20AC;&#x2122;s own methodology and curriculum. The poster sums up the ripple effect on the surrounding schools with one line: â&#x20AC;&#x153;I wonder where they got these great ideas?â&#x20AC;? Fort Bowman opened in 1998 and has grown from its original 130 students in K-6 to 260 students in K-10. The charter has been operating on a budget surplus every year since its opening and, in 2002, used the saved surplus money to build a new, 7500-square foot building to replace the renovated shed in which the school was housed its first four years of operation.

A labor bill provision to raise the charter school cap in Chicago passed this year, causing a schism in the charter advocate camp, as well as major angst with the teachers union. The legislation, blocked by Senate President James Philip, restored the rights of teachers to bargain over such issues as schedules, student assessments, and class size. Interestingly, charter advocates in Chicago who backed the bill were willing to make a tradeoff with the union in attempts to increase the cap within the city.

Noble Street Charter School of Chicago celebrated its first year as a full 9-12 High School as well as its first graduating class. Led by two former Chicago public high school teachers in partnership with the Northwestern University Settlement House, Noble Street prepares its 474 students by emphasizing commitment to educational excellence, civic responsibility, and respect for the community, the environment, and others. The commitment and discipline of the school prove to be effective: the school has reported the highest state test scores of any non-magnet high school in Chicago.

charter schools today: stories

indiana

obstacle

Charters often get blamed for district budget wars and unfortunately this is the case at Fort Wayne Community Schools. In addition to increases in property and liability insurance costs, and in teacher retirement costs, the one-year old Timothy L. Johnson Academy and the new Urban Brightest Academy have been targeted by Fort Wayne’s School Superintendent for part of the blame for the budget concerns. The superintendent has stated that in one year the Fort Wayne Community Schools have lost $463,000 for the more than 80 students from the district that attend Timothy Academy and expects another 200 students will be “lost” to the Urban Brightest Academy in the fall of 2003.

kansas

success

The 9-12th grade alternative school, Hope Street Academy of Topeka, has been recognized as a national model charter school. In August of 2002 Hope Street Academy was selected by the U.S. Department of Education to present at the national “No Child Left Behind” conference. The recognition for Hope Street Academy continued in 2003 when it received the Certificate of Recognition from the Confidence in Public Education Task Force for outstanding achievement and uncommon accomplishment on the Kansas Reading Assessment. Hope Street Academy placed in the upper 94th percentile for 11th grade reading.

Louisiana

success

Avoyelles Public Charter School uses a Core Knowledge curriculum, Saxon Math, a methodology based on Direct Instruction, and now boasts outstanding Louisiana Educational Assessment Program (LEAP) test scores. The K-6 charter school’s 4th graders achieved 2001 LEAP scores in language arts, math, science, and social studies that far surpassed the scores of other Avoyelles Parish 4th graders and their peers statewide. These scores, with 98 percent of the 4th graders passing in the language arts section, ranked Avoyelles Public Charter in the top 10 percent of schools statewide.

The Center for Education reform

massachusetts At a gathering of Boston school administrators and staff, Superintendent Thomas Payzant put his employees on notice: charters are here to stay, and traditional public schools have to compete:

ripples “The competition is real--for the resources and for the kids. We’ve got to meet it by saying we can do as well or better. The shrinking pool of funding means now, more than ever, public schools have to remain competitive by remembering that the goal is “not just to get kids out of level one,’ Payzant said, ‘but to get more students into levels three and four.’”

obstacle

success

In early June of 2003, the mayor of North Adams who, for several months, has publicly denounced charters and accused the Massachusetts Board of Education chairman of violating state ethics laws announced that his city solicitor had filed a suit to stop the Berkshire Arts and Technology Charter School, approved in February, from opening as planned in 2004. The suit, filed in Berkshire County Superior Court, seeks declaration of MA charter law as unconstitutional and cancellation of Berkshire A&T’s charter. The mayor claims that the charter school would cause irreparable financial damage to area public schools; other opponents charge the school’s founders with elitism and conspiracy. This suit has not been the lone obstacle to MA charters in 2003. It arrives on the heels of an attempted moratorium on charter schools that was rejected in the final hour by a House-Senate Conference committee, as well as right behind a separate suit filed by North Adams city leaders against the state DOE after Berkshire’s charter approval. This suit cites a 150 year old anti aid amendment in the state constitution that has been invoked in the past to block private-school vouchers.

For the second consecutive year, students at Roxbury Preparatory Charter School earned the highest average score of any predominantly Black school in Massachusetts on 6th grade math MCAS and 7th grade English Language Arts tests. The school’s average score put them fourth highest of the 31 schools in the city of Boston. The school serves 170 students in grades 6-8th. The student body is entirely Black and Latino and more than 65 percent of students qualify for either free or reduced-price lunch.

charter schools today: stories

michigan ripples

obstacles

In 2001, Detroit public schools ended 20 years of declining enrollments; Gaining 723 students, CEO Kenneth Burnley credits the system's re-energization to the competition from charter schools and other non-public elementary schools, which forced his system to address the needs of Detroit's families.

Michigan charter schools have been hit hard by the state’s budget crisis this year, but are keeping their heads above water with persistence and thriftiness. South Arbor Charter Academy has engaged its students, faculty, and parents in the effort to save money without cutting into instruction. A sense of responsibility and respect for their building and their school is ingrained in students from kindergarten on, and the results are apparent: limited repairs and maintenance to the building and 100 percent of the textbooks kept in excellent condition for future use. Faculty recycle office supplies whenever possible and parents are constantly fundraising and even planted a garden to avoid the costs of landscaping. Administrator Miriam Snyder explains the efforts of the schools “It’s a mentality of scarcity when it comes to provisions but no scarcity when it comes to teaching the students.” South Arbor Charter Academy, a National Heritage Academy in Ypsilanti, outscored the state in 80 percent of categories tested in the MEAP 2001-2002 results. South Arbor is a K-8th grade school, which serves 656 students. The school’s success continues to earn it high praise and respect from the parents of the enrolled students. According to a fall 2002 South Arbor Parent Satisfaction survey, 97 percent of South Arbor parents say that they would recommend this school to their friends who have school-age children.

At Detroit’s Cesar Chavez Academy, where about 7 of 10 students are bilingual and often struggle with English, an effort to align curriculum with state standards increased MEAP writing scores by 20 points. In contrast, the state average declined. The effort for curriculum improvements and alignment of curriculum with the state standards is supported by Saginaw Valley State University, the charter’s authorizer. Each of the 18 charter schools authorized by SVSU is aligning its curriculum in this way as well.

successes

In Dearborn, 88 percent of Henry Ford Academy’s first graduating class and 91 percent of its second class were accepted into advanced learning programs or the US military. While 70 percent of its 9th-12th grade students are from the city of Detroit, each class of 9th graders comes from at least 65 different middle schools. Conceived, developed, and implemented in cooperation with Ford Motor Company and Henry Ford Museum & Greenfield Village and chartered by Wayne County Regional Educational Service Agency, Henry Ford Academy is the nation's first charter school developed jointly by a global corporation, public education, and a renowned cultural institution. The Center for Education reform

minnesota

successes

Since its uncertain opening in 1999, Sojourner Truth Academy of Minneapolis has beaten the odds to become one of the most popular schools in the state, with a waiting list for the fourth, fifth and sixth grades. The K-6th grade school is sponsored by the Minneapolis School District and serves a population of 250 students, 97 percent of whom are black and Latino. More than 90 percent of its students qualify for either free or reducedprice lunch. Parent and teacher involvement are contributing factors in the continued popularity of the school. Events such as Family Math Night are held at least once a month, and teachers, who are on a merit-pay system, receive credit for calling parents on a regular basis. The Twin Cities Academy of St. Paul reported outstanding 2003 Minnesota Basic Skills test scores: 90.3 percent of TCA students passed the test in both math and reading. The average passing rates for other schools in the St. Paul district were only 45 percent for math and 56.2 percent for reading. TCA’s scores also surpassed the Minnesota state average of 71.7 percent in math and 81 percent in reading. TCA uses a Core Knowledge curriculum and serves 170 students in grades 6-8.

Nevada

obstacle

success

The Nevada Legislative Counsel Bureau found that charter schools there faced “enormous fiscal challenges in their first years.” The state office also noted that Nevada’s charter schools must follow stricter state fiscal reporting requirements than other states. One of the schools opening this fall would have to spend about $500 per student of their estimated $5,900 on facilities costs. Even after reaching these findings, the Bureau still concluded that it was, “beyond the scope of this report to decide whether Nevada had chosen an appropriate strategy for supporting new charter schools.”

The students at Coral Academy of Science in Reno continue to prove why their school is among the top in the state. According to the 2001 statewide Terra Nova test scores among all Northern Nevada middle schools, Coral Academy ranked first in both Math and Science. The 6-9th grade school credits its 8:1 student teacher ratio and award-winning staff.

charter schools today: stories

new jersey Some 380 students at the Trenton Community Charter School are currently being taught in two classrooms after the ceiling in the building collapsed in late December. Administrators had to close the facility and provide classes for the 3rd, 4th and 8th graders at an alternate site. Students in the remaining grades stayed home. The district-owned building was scheduled to be demolished during the summer. The state does not consider obstacle charter schools eligible for even a part of the $8.6 million mandated by law to repair decrepit public school buildings in poor districts. Many of New Jerseyâ&#x20AC;&#x2122;s charter schools serve minority and poor students, which has lead to calls of discrimination. With no state facilities assistance, charter schools like Trenton Community are faced with soliciting private funds to keep their public schools afloat and successful.

success

The successes of the K-8th grade Elysian Charter School in Hoboken caught the attention of former Governor Christie Whitman who recognized the importance of sharing the success stories with the public and did so during her State of the State Address. Whitman shared the story of Gabe Azaceta who, after struggling in first grade in a public school moved to the Elysian Charter School. He is now a high-achieving fifth-grader in several enrichment programs with a new-found dedication to his studies. Gabeâ&#x20AC;&#x2122;s story is not an uncommon one and is one shared by many of his 240 classmates.

new mexico

obstacle

One of the fundamental principles of the charter school movement - financial efficiency - is unjustly threatening some of the charter schools' future, thanks to a persistent one-size-fits-all mentality regarding the public school system. The state legislature recently passed a bill granting New Mexico teachers a 6 percent raise. The catch: the state is not going to finance those mandated salary hikes, thereby forcing schools to trim excess spending from their budgets. For traditional public schools, this idea might be a positive and even necessary move, but for charters, which operate by definition with a higher level of efficiency and generally with a smaller budget, it could mean ruin. The Taos Municipal Charter School, which serves 215 students, has applied for state supplementary emergency funds in order to avoid elimination of two and a half teaching positions. Anansi Charter School, also in Taos, with 48 students and four full time teachers, is looking at a loss of one full-time teacher, a part-time special-ed teacher, and two instructional assistants; these losses would raise the student-teacher ratio to a level that violates the terms of its charter. As a result Anansi also has been forced to apply for emergency money from the state.

The Center for Education reform

new york

obstacle

The new International Charter School in Schenectady, which opened in the old Fulton School building in September 2002, faced lengthy delays while a renovation dispute played out. The Fulton School had been closed for years and was leased to the charter for $900,000. The lease required the district to deliver the building “in full compliance with all state and local building codes”, in a condition that would allow the charter to obtain “a certificate of occupancy for use as a school facility” and to comply with federal disability guidelines as well. However, the district is attempting to transfer the building as-is, which would place the charter in violation of several laws. The International School is devoted to serving a special needs population, which is now in jeopardy because of the district’s underhanded dealings.

The International Charter School of Schenectady is filled to capacity and there are waiting lists for five of the six grades in the school. The increased public interest in the SABIS-managed school is a clear indicator of the confidence and recognition of the school. The K-5th grade school maintains a retention rate of 97 percent, with those students not reenrolling either being moved out of the district or returning to public schools to be with their older siblings.

successes

For the fifth consecutive year, KIPP Academy was the Bronx’s highest performing middle school in reading and math scores and attendance. Once again, over 90 percent of KIPP 8th graders earned acceptances and scholarships to some of the most prestigious private and parochial high schools in New York City, New York State, and across the country. KIPP’s popular 145-piece Rhythm and String Orchestra debuted at Carnegie Hall in December. What makes all this impressive is that they accept their students via lottery without regard to their prior academics or behavior. As a result, KIPP Academy is reaching a significant population of underserved students. KIPP is now ranked in the top 10 percent of ALL New York City Public Schools.

north carolina

success

Gaston College Preparatory School in Gaston is the highest performing public school in all of the four counties from which its students are drawn. The school, which serves grades five and six, houses a student body of 130 students. Ninty-eight percent of this population is Black and 85 percent qualify for free or discounted lunch. Gaston College Prep is one of 15 nationwide KIPP schools. The children are well-behaved and the classroom work is intense. The school day lasts from 7:30 am to 5 pm, with two hours of homework, classes every other Saturday and three weeks of summer school.

charter schools today: stories

The Back to Basics education and extended school day continue to work for Greensboro Academy. The K-8th grade school, which serves 700 students and maintains a waiting list each year, earned official Core Knowledge status in one year and has showed significant progress in the state tests EOG’s and MAT-8. The scores have improved from 71 percent of students scoring above the 50th percentile in 1999-2000 to 87 percent in 20012002. The achievements of the school have not gone unnoticed: according to a 2002 parent survey conducted by the school, 96 percent of parents said they would recommend their school to parents who have children in any other school.

successes

The Durham Public Education Network recently recognized Kestrel Heights Charter School, a middle/high school in Durham for its student achievement. Kestrel Heights was recognized by the Network for its designation as a School of Excellence and a School of Distinction as measured by the State’s ABC’s Accountability Model. The Imani Institute of Greensboro, a 6th-8th grade school serving a high percentage of at-risk students, credits its unique educational approach for its high student success rate. Imani combines the resources of the community with its daily curriculum utilizing an approach known as the Village Concept. This approach seems to be effective according to the 2001-2002 results of the state-mandated test, which showed 89 percent of Imani’s 8th graders were operating at or above grade level. The K-8th grade Vance Charter School of Henderson has been named a North Carolina School of Distinction and is the first charter school in North Carolina to be accredited by the Southern Association of Colleges and Schools (SACS).

ohio

ripple

Akron School District officials have dropped their long-standing opposition to charter schools by deciding to open a virtual charter school. The district has taken this step due to a massive decline in the District’s enrollment numbers. During the 2001-2002 school year, the number of enrolled students dropped to a 50 year low of 30,000. The officials seem to agree that the growth of charter schools (all eight have met their enrollment goals) has led to this flight. The district’s targeted student body is made up of children formerly homeschooled and private school students for whom the district has never allocated funds.

The Center for Education reform

obstacle

The Euclid public school district. in an attempt to pre-empt school competition, barred the Constellation Community Schools from buying a closed school building for use as a charter school. The school district claimed it refused the $800,000 offer because it is going to study ways to realign grades, reduce crowding, and add full-day kindergarten and may decide to reopen the building in the future for these purposes. Constellation was approved to use classrooms at the Boulevard Presbyterian Church, but the decision came too late for the school to open for the 2002-2003 school year. Because of space constraints, the church will limit the school to kindergarten classes only.

oklahoma

success

Just five months before its scheduled opening, the Independence Charter High School of Oklahoma City was still pursuing an aggressive search for a facility. That effort was not made any easier by city officials. School leaders wanted to use an abandoned Wal-Mart building, but safety and fire codes, as well as the city’s preference to have another retailer take over the building, nixed that option. Facilities were not the only hurdle this school faced. Although the operator, Excellence for Education, Inc., already successfully runs Independence Charter Middle School in Oklahoma City, the school board was opposed to the group’s proposed three-year contract and wanted to amend it to a one–year contract. Fortunately this amendment failed.

pennnsylvania Chester Upland School District is appealing a court-ordered decision to pay charter schools their monthly allotments on time. The school district had only paid half of the allotments due to a $5.5 million deficit. The district is appealing the decision claiming the judge had no authority to order the district to pay.

obstacles

The Wonderland Charter School in Centre County faced threats of charter revocation for two provisions in its teacher contracts. The first provision prohibits teachers from seeking employment in several nearby districts within a year of leaving Wonderland, and the second deals with the due process required to remove a teacher. This former provision was instituted to keep nearby districts from trying to hire newly hired Wonderland teachers, who start at the charter in June but would not start at a district school until September. Wonderland’s CAO says stealing teachers is a PSBA tactic. The school has had a long history of problems with the State College Area School District, which is now threatening Wonderland with a charter revocation.

charter schools today: stories

Five year-old World Communications Charter School, which nearly closed its doors two years ago, has overcome its hurdle of previous rock bottom standardized test scores to become one of the best schools in the state. Opened in 1997, World Communications serves 450 students in grades 6-12 with a population of 100 percent African American students. According to the latest round of test scores, the 11th graders improved their scores by an average of 250 points in math on the Pennsylvania System of School Assessment, placing them 150 points above the state average.

successes

Math, Science & Technology Community Charter School of Philadelphia received monetary recognition from the state for a dramatic increase in test scores and attendance. MAST opened in 1999 and serves a diverse student body of 950 students in grades K-12. In one year, their fifth grade math and reading scores jumped a whopping 290 points combined on the PSSA exams. Eighth graders increased their scores in math and reading by 200 points, and the 11th graders rose 110 points in all. As a result of their success they were given a grant of $134,400 from the state of Pennsylvania. A unique mix of technology and learning methods prove successful for Philadelphia’s High Tech High Charter School. In one school year, students’ median reading scores improved two grade levels and math scores were up nearly two and a half grade levels. The competency-based grading system of High Tech High leaves little to no room for failure. Anything below 80 percent is considered incomplete and the student will either have to repeat or re-test. By the end of the third marking period of the 2001-02 academic year, the passing rate had improved from 35 to 73 percent.

south carolina

obstacle

Two Aiken County charter schools, Midland Valley Preparatory of Graniteville and Lloyd-Kennedy Charter School, have felt the blow of South Carolina’s budget crisis, a crisis that traditional public schools are protected from having to contend with. Midland Valley Prep, a K-6th school serving 170 students, had their monthly funding cut by approximately $8,000, reducing revenue from $56,300 to $48,300. Five teacher’s aides’ positions were terminated but they continued to work unpaid so the children’s routines would not be disrupted. Lloyd-Kennedy Charter School, a 5th-8th school serving 84 students, faced a similar dilemma, with a reduction in their monthly allocation from $24,000 to $21,000. The school decided to lower employees’ salaries by 15 to 20 percent instead of layoffs. Despite a valiant effort on behalf of parents and supporters, only a substantial donation from a corporate sponsor or wealthy donor can prevent a massive pay cut at both schools.

The Center for Education reform

texas ripple

The Dallas School District has been considering the benefits of same-sex schools as a means to aid the increasing at-risk population. The Dallas Independent School District has approached The Kipp Academy, a successful at risk-student public school, to examine costs, school size, and possible locations within the Dallas Independent School District.

Every year since opening in 1998, KIPP Academy Houston has been recognized as an Exemplary School by the Texas Education Agency. Recent scores on the Texas Assessment of Academic Skills (TAAS) only support their success. Results of the 2002 TAAS scores reported Grades 5th-8th scored 100 percent on Math; Grade 5 scored 99 percent in Reading and the remaining 6th-8th scored 100 percent in Reading.

successes

In spite of the challenges caused by facility changes, the Jean Massieu Academy has continued to prove its ability with a second consecutive rating of “recognized” - the states’ next to highest category - on the TAAS scores. The Academy, with a population of 160 students, was organized in 1999 to ensure that deaf and hearing-impaired children have access to quality education. Approximately 85 percent of the students have achieved TAAS scores high enough to qualify for the highest “exemplary” rating. The North Hills Charter School in Dallas is another outstanding charter that believes that teacher quality is more important than a traditional certification credential. Only 43 percent of the North Hills teachers are certified through the traditional Texas certification system. Now North Hills has been granted the highest Texas accountability rating, “Exemplary,” and 50 percent of their 800 students are ethnic minorities.With a rigorous International Baccalaureate curriculum, North Hills Charter seeks high quality teachers, not necessarily those who have a traditional certification.

utah

success

After growing dissatisfaction with academics in traditional public schools, and the lack of social interaction in home school, Eric and Michelle Smith started their own school. Timpanogos Academy of Lindon has recently completed its inaugural year. The Kindergarten through sixth grade school enrolls 350 students and provides the only public back-to-basics school choice in the area. The over 400 students on the waiting list for the 2003-2004 school year prove that the community has noticed the success of the Core Knowledge curriculum and dedicated staff of Timpanogos Academy.

charter schools today: stories

wisconsin Like many of its neighboring charter schools, Core Knowledge Charter School in Verona is facing significant budget cuts for the next school year. A number of factors, including the contracts of its teachers and support staff, the districtâ&#x20AC;&#x2122;s need to increase its fund balance, and the uncertainty of the state budget, have led to drastic measures. The cuts will be made in areas such as technology equipment, library resources, and secretarial support, so as to have a minimal effect on the studentsâ&#x20AC;&#x2122; routines. The state has not yet declared the per pupil allocation for the coming year.

successes Despite winning high praise from parents, the Wisconsin Connections Academy was the target of a suit filed by the Wisconsin Education Association Council. The K-8th virtual school serves 250 students from 85 different school districts across Wisconsin. The stateâ&#x20AC;&#x2122;s open enrollment law allows students to attend a school outside of their home district. The teachers union believes that state laws do not permit students to attend charters outside of the chartering districts. The union further contends that the formula for determining the per pupil allotment is based on the cost of a student attending a traditional school not a virtual one. The suit also named the Appleton School District and the state department of Public Instruction as co-defendants.

The Center for Education reform

charter school closure data

Glossary of terms Academic: Applies to schools whose sponsors found them unable to meet the adequate goals of their charter or (as noted in some cases) failed to carry out an acceptable academic plan. Consolidations: Charter schools are in this category for one of two reasons. First, these schools were originally part of the school district or sponsored by a district where one party decided that the charter did not provide any significant benefits as a stand- alone school. Therefore, they were reverted or consolidated into the larger system. Consolidations of this type appear to occur after a district tried to spin off a program of the school only to determine that it would have better control if the program were still a part of the district. In some states, districts originally created the charter with a financial benefit in mind (since federal charter funds and some state funds are only available to actual charter schools), but the districts later concluded such an independent institution was not worth the trouble. District: Applies to schools that were closed not for performance, management or facilities issues, but because its school district sponsor had issues with the independence of the charter, chose to cut it from the budget or decided to close it as a cost saving measure. These schools were authorized by school districts and thus final control of their existence rested with the district, with no recourse to challenge the decision to close. Facilities: Applies to schools that got started but because they were unable to contract for a viable facility, were closed or voluntarily gave up their charter. While it is the charter's obligation to find a facility, the roadblocks created by zoning boards, school districts and even community opposition make up the bulk of facilities problems that result in a school closing. Financial: Applies to charters that had budgetary problems resulting from involuntary causes, such as a lack of enrollment, insufficient funds, costs which exceeded projected revenues, etc. In most cases, these schools tried for a long time to become healthier but for a variety of reasons could not sustain the institution. Mismanagement: Includes deliberate actions on the part of organizers or sponsors that led to the closure, such as misspending, failure to provide adequate programs, materials, etc., or an overall lack of accountability. Schools in this category would fall most likely into the "bad-apple" category. Schools that Never Opened: The organization that granted a charter was unable to or chose not to open the school, and thus the charter was returned or expired. The reasons schools do not open range from obstacles to personal tragedies, to changes in the circumstances in which the charter was first obtained. It is important to note that up until now, no institution or reporter has ever accounted for this separate category, and that as such, failure rates are often quoted to include charters that were granted but never opened.

Explanatory Note: Closure information reflects best data available at press time and includes most, but not all, closed schools.

Charter School Closures School City

Opened Closed

Reason

Explanation

Sponsor

Wiseman Charter School Wiseman

1999

2001

Mismanagement

Contract violations existed.

Yukon-Koyukuk School District

Takotna Training Center Charter School Takoma

1996

2001

Facility

Surrendered charter due to operational health safety issues and lack of parental involvement.

Iditarod School District

Walden Pond Charter School Anchorage

1997

2000

Financial

Inadequate enrollment.

Anchorage School District

Phoenix Pointe of Light Academy Scottsdale

2002

2003

Financial

Inadequate enrollment.

Peach Springs Unified School District

Phoenix South Pointe Scottsdale

2002

2003

Mismanagement

Inadequate record keeping.

Peach Springs Unified School District

Arizona Agribusiness & Equine Center Glendale

2001

2003

Mismanagement

Poor management.

State Board for Charter Schools

Country Day Academy Glendale

2000

2002

Financial

Lack of enrollment and construction delays State Board for Charter that persisted while school was in operation. Schools

Life School College Preparatory - Gila Pima

2000

2003

Financial

Inadequate enrollment.

State Board for Charter Schools

Northern AZ Academy for Career Development Florence

1999

2003

Facility

Lost lease on building.

State Board for Charter Schools

Sterling Charter School Sterling

1998

2003

Mismanagement

Internal managerial problems lead to voluntary closure.

State Board for Charter Schools

1997 Adaptive Thought Orientation Process Academy Tempe

2000

Mismanagement

Charter assumed by Right Step then revoked State Board for Charter Schools due to audit issues and health and safety concerns.

1996

2003

Facility

Lost facility.

ALASKA

ARIZONA

Los Milagros Phoenix

State Board of Education

The Center for Education reform

ARIZONA continued

Concorde Elementary Charter Mesa

2001

2002

Financial

Inadequate enrollment.

State Board for Charter Schools

Palisades Academy Fountain Hills

2001

2002

Financial

Inadequate funding.

State Board for Charter Schools

Evergreen Charter School Phoenix

2000

2002

Mismanagement

Suffered from academic issues and mismanagement.

State Board for Charter Schools

Galveston Academy Galveston

2000

2002

Financial

Site closed due to inadequate enrollment. Students remain at two other campuses.

State Board for Charter Schools

Richard Milburn Charter High School Phoenix

2000

2002

Financial

Inadequate enrollment.

State Board of Education

Discovery Academy Pima

1999

2002

Mismanagement

Charter for elementary school surrendered by operators to Leona group.

State Board for Charter Schools

Jurisprudence Charter School at Carden Academy Tuscon

1999

2002

Mismanagement

Inadequate enrollment and poor record keeping. School failed to provide special education services.

Higley Unified School District

New Visions Academy Rimrock

1999

2002

Financial

Inadequate enrollment. Charter is active at two other sites.

Snowflake Unified School District

School for the Advancement 1998 of Gifted Education Phoenix

2002

Mismanagement

Internal mismanagement led to administrative failure.

State Board for Charter Schools

Great American Academy Mayer

1997

2002

Financial

Inadequate enrollment. Charter holder surrendered charter for both sites voluntarily.

State Board for Charter Schools

Life School College PrepDowntown Mesa

1997

2002

Mismanagement

State Board for Charter Principal suggested closure and reopened under a separate charter, which later closed Schools due to management and administrative problems.

McCray Academy Coolidge

1996

2002

Academic

Did not fix academic and administrative problems under new management.

Arizona Southwest Preparatory Academy Mesa

2000

2001

Mismanagment

Peach Springs Unified Operator accused of using federal grant District funds for personal use and falsifying enrollment numbers. Operator was indicted.

Desert Springs Scholastic Institute Higley

1999

2001

Facility

Lost facility.

Higley Unified School District

Schools That Work Peoria

1999

2001

Financial

Surrendered charter, financial constraints.

Snowflake Unified School District

AretĂŞ School Phoenix

1998

2001

Other

Choice of operator to close after the founder State Board of Education relocated to pursue other goals.

charter schools today: Closures

Coolidge Unified School District

ARIZONA continued

Dimensions Academy Glendale

1998

2001

Mismanagement

Surrendered charter to the Leona Group. Charter organizers walked away from the school.

State Board of Education

Career Pathways Academy Glendale

1997

2001

Financial

Lack of enrollment and operator chose to pursue other interests.

State Board for Charter Schools

Paramount Academy Mesa

1997

2001

Financial

Inadequate enrollment.

Snowflake Unified School District

Touchstone Community, Inc. 1995 Glendale

2001

Financial

Taken over by new charter holder who surrendered the charter due to financial mismanagement.

State Board of Education

Community High School Lake Havasu City

1999

2000

Academic

Inadequate enrollment due to inadequate academic program.

Lake Havasu Unified School District

Real Life Charter School Camp Verde

1999

2000

Academic

Did not remedy academic and administrative deficiencies.

Peach Springs Unified School District

Desert Hills Center for Youth 1998 and Families Tuscon

2000

Financial

Surrendered charter. Not viable enterprise.

State Board for Charter Schools

Star Academy Charter Schools, Inc. Tuscon

1997

2000

Mismanagement

Governing board fired the executive State Board for Charter director, who later pleaded guilty to inflating Schools enrollment numbers and using the money.

American Grade Schools Asimov School Apache Junction

1996

2000

Financial

Inadequate enrollment.

State Board of Education

Central City Academy Phoenix

1995

2000

Financial

Inadequate enrollment.

State Board for Charter Schools

AZ Vocational Training Mesa

1997

1998

Mismanagement

Financially mismanaged.

State Board of Education

Success

1995

1998

Mismanagement

Violations were reported including inflated Elk Grove Unified enrollment figures. Surrendered charter. School District

Sonita Charter School Sonita

1996

1997

Mismanagement

Not properly staffed.

The School Tuscon

1996

1997

Facility

Closed after one year due to facility troubles. Cedar Unified School District

Theodore Roosevelt

1996

1997

District

Jurisdictional Dispute. Resident district officials objected to sponsorship by an outside district.

Citizen 2000 Phoenix

1995

1996

Mismanagement

Inflated enrollment estimates and later filed State Board for Charter for bankruptcy. Schools

State Board for Charter Schools

Window Rock School District

The Center for Education reform

ARKANSAS Little Rock Charter Elementary Little Rock

2000

2002

Financial

A program within a school that suffered from financial mismanagement.

State Board of Education

Fayetteville Multicultural Charter School Fayetteville

2001

District

District cut school from its budget.

State Board of Education

GATEWAY Charter School Ponca

2000

2001

Financial

Residential component of the program proved too costly.

State Board of Education

The Petaluma Charter School Petaluma

1997

2004

Financial

Increasing costs and declining enrollment.

Petaluma City School District

Nueva Esperanza Charter Academy Los Angeles

2003

Financial

Inadequate enrollment.

Los Angeles Unified School District

Global Learning @Home Charter San Diego

2002

2003

Facility

Trouble with the facility lead to closure.

San Diego City Unified School District

Alternative Education Learning Center Charter School El Cerrito

2001

2003

District

Acquired large revolving loan with district as liable party. Charter revoked because school district feared liability.

West Contra Costa Unified School District

West Sonoma Charter School 2000 Santa Rosa

2003

Financial

Inadequate funding and financial constraints.

West Sonoma County High School District

Kwachiiyao Charter School San Diego

1999

2003

District

Operational and political discourse with district. District let charter expire despite school submission of appropriate documents.

San Diego City Unified School District

Silicon Valley Essential Charter High School Los Altos

2002

Facility

Could not secure a permanent facility.

Mountain View-Los Altos Union High School District

Pasadena Community Prep School Pasadena

2001

2002

Financial

Inadequate enrollment.

Pasadena Unified School District

Nexus Learning Community 2001 Charter School Santa Rosa

2002

Financial

Inadequate enrollment.

Santa Rosa High School District

East Oakland Community Partnership School San Diego

2001

2002

Financial

Poor financial management.

Alameda School District

New Hope Charter School Lodi

2000

2002

Mismanagement

Leadership poorly managed operations.

New Hope Elementary School District

CALIFORNIA

charter schools today: Closures

California continued

Stanislaus Technical High School Oakdale

1999

2002

Financial

Governance and financial problems, including lack of funding.

Oakdale Joint Unified School District

Idyllwild Charter High School Idyllwild

1999

2002

Mismanagement

Collapsed under numerous administrative troubles.

Hemet Unified School District

California Hope Charter Academy Corona

2001

District

Financial constraints caused when district Corona-Norco Unified would not certify reports so that the school School District could receive funding.

Renaissance Charter School 2000 Fresno

2001

Financial

Teachers were not paid for several months.

Northern Light Charter School Yreka

2000

2001

Financial

Charter revoked due to inadequate funding Forks of Salmon and financial constraints. Elementary School District

Meroe International Academy Charter School Oakland

2000

2001

Financial

Inadequate enrollment.

Oakland Unified School District

Marin City Charter School Marin City

2000

2001

Academic

Internal problems and low student achievement.

Sausalito Elementary School District

Kenwood Charter School Kenwood

2000

2001

Facility

Financial challenges due to facility costs.

Santa Rosa Elementary School District

Sierra Summit Academy Sierra City

1997

2001

Mismanagement

Audit should over-reporting of enrollment. Sierra-Plamas Joint Unified School District

New Village Public Charter School Oakland

1996

2001

Financial

Governance and financial problems, including lack of funding.

Oakland Unified School District

Oak Tree Community School 2000 North San Juan

2000

Mismanagement

Infighting among school leadership and difficulty finding credentialed Spanishspeaking teachers.

Twin Ridges Elementary School District

Wallstrom Gateway School Santa Rosa

1999

2000

Facility

Lost lease.

Twin Ridges Elementary School District

CATO School of Reason Victorville

1998

2000

Mismanagement

Inadequate record keeping and suspect relations with private schools.

Apple Valley Unified School District

Johnson Urban Elementary San Diego

1995

1996

District

Power struggle between Urban League and district administration.

San Diego Unified School District

Windows San Diego

1994

1996

Mismanagement

Mismanagement and inadequate enrollment.

San Diego Unified School District

EduTrain Los Angeles

1993

1995

Mismanagement

Enrollment figures were inflated and funds Los Angeles Unified were used for personal expenses. School District

Fresno Unified School District

The Center for Education reform

COLORADO 1994

2001

Financial

Special education programs became too expensive.

Durango 9-R School District

Colorado Visionary Charter 1997 Academy Parker

2000

District

Trouble with the local school board.

Douglas County School District

1996

1999

Academic

Low academic performance.

Douglas County School District

1997

1999

Mismanagement

Financial and organizational mismanagement, poor record keeping and disgruntled staff.

State Board of Education

Georgetown Charter School 2000 Laurel

2002

Financial

State Board of State made expansion contingent on obtaining permanent facility, but declared Education school insolvent when it used funds to do so.

Richard Milburn Academy Wilmington

1999

2000

Financial

Enrollment decline and irregular board meetings.

Red Clay School District

ARE Public Charter High School Washington, DC

1999

2003

Academic

Low test scores and poor attendance.

DC Public Charter School Board

Richard Milburn, Carver Charter HUB Washington, DC

1999

2002

Mismanagement

Fiscal mismanagement and poor learning conditions.

DC Board of Education

World Public Charter School 1998 of Washington, DC Washington, DC

2002

Mismanagement

Fiscal mismanagement and poor learning conditions.

DC Board of Education

Techworld Public Charter School Washington, DC

1998

2002

Mismanagement

Financial mismanagement. Allegations of attempts to pay officials and teachers bonuses from inappropriate funds.

DC Board of Education

Richard Milburn, Rabaut Charter HUB Washington, DC

1998

2002

Mismanagement

Fiscal mismanagement and poor learning conditions.

DC Board of Education

New Vistas Preparatory Public Charter School Washington, DC

1999

2001

Mismanagement

Fiscal mismanagement and poor learning conditions.

DC Board of Education

Young Technocrats Mathematics and Science Public Charter Washington, DC

1998

1999

Mismanagement

Suffered from significant financial and facility problems and failure to provide a sound education program.

DC Board of Education

Community of Learners Durango

Alpine Charter School Dillon

CONNECTICUT Village Academy Charter School Bridgeport

DELAWARE

DISTRICT OF COLUMBIA

charter schools today: Closures

district of columbia continued

1996

1998

Mismanagement

Poor fiscal management and high profile public conflicts forced the closure.

DC Board of Education

2000

2004

Academic

Poor student achievement, low test scores.

Duval County School Board

Academy School for the Arts 2003 Boca Raton

2004

Academic

Deficiencies in curriculum, instruction and Palm Beach County personnel.

Horizon's Unlimited Academy Jacksonville

1999

2004

Academic

Poor student achievement, low test scores.

Duval County School Board

The Academic School for the Arts Palm Beach

2003

Management

Poor operational and academic management.

Palm Beach County School Board

Roy McBean Charter School 2001 Sarasota

2003

Financial

Poor financing and inadequate enrollment. Sarasota County School Board

T.H.E. Academy Lake Butler

1999

2003

Facility

Lost facility. Also had financial difficulties. Union County School Board

CYBER High Sanford

2000

2002

Financial

Complaints of financial mismanagement.

Orange and Seminole County School Boards

Spiral Tech Elementary Miami

1998

2002

Facility

Building inspectors closed school after finding electrical problems.

Dade County School Board

Academy for Applied Training Sarasota

1997

2002

Financial

Governing board voted to close the school due to financial difficulties.

Manatee and Sarasota County School Boards

Toussaint Overture School of 2000 the Arts Palm Beach

2001

Facility

Lost facility.

Palm Beach County School Board

Learning Excellence North Tampa Alternative Tampa

2001

Academic

Low test scores.

Hillsborough County School Board

Specialkidz Charter School Tampa

2000

2001

Facility

Lost facility and also had financial difficulties.

Hillsborough County School District

The Alpha Center Port Charlotte

1999

2001

Financial

Question of financial stability.

Charlotte-Desoto County School Board

Radar School Jacksonville

1998

2001

Financial

Not renewed because of a 501(C)(3) status conflict.

Duval County School Board

Dizzy Gillespie School for the Arts Stuart

1998

2001

Financial

Governing board voted to close. School was Martin County School Board not considered a viable enterprise.

Marcus Garvey Washington, DC

FLORIDA Destiny Educational Academy of Excellence Jacksonville

The Center for Education reform

FLORIDA continued

Renaissance School Lakeland

1997

2001

Mismanagement

Health and safety concerns and management problems (high turnover, parental concerns).

Polk County School Board

Empowering Young Minds Academy Jacksonville

1997

2001

Academic

Low test scores cited. School system staff identified 18 deficiencies.

Duval County School Board

Horizon Academy Tampa

2000

Financial

Inadequate enrollment.

Hillsborough County School Board

High Hopes Learning Center 2000 Kissimmee

2000

Financial

Poor financing and low student turnout.

Osceola County School Board

Chance Charter School Gainesville

1997

2000

District

School Board withheld funds for additional Alachua County School special ed services. Additional costs put Board school in red.

Impact Academy

1999

Management

Severe management and financial problems. Union County School Board

Stratford Education Institute 1997

1999

Mismanagement

Failure to meet terms of charter. School did Hillsborough County not offer a full range of classes required for School Board graduation.

Orange Avenue School Fort Piece

1997

1999

Financial

Inadequate enrollment.

Phoenix Essential Charter School Phoenix

1998

Facility

Local board revoked charter when the Dade County School school lost its facility in a lease dispute with Board the landlord.

New Light Special Care

1998

Financial

Inadequate enrollment.

Union County School Board

Odyssey Charter School Naples

1997

1998

Academic

Inadequate enrollment due to inadequate academic program.

Collier County School Board

Techworld Public Charter Miami

1999

2001

Mismanagement

Financial Mismanagement.

Dade County School Board

Taliaferro County Charter School Crawfordville

1999

2003

Facility

Financial challenges due to facility costs.

Taliaferro County School Board

Stone Mountain Charter School, Inc. Stone Mountain

1999

2002

District

New law and requirements were instituted. DeKalb County School District refused to renew before the new law Board went into effect.

Taylorsville Elementary Taylorsville

1997

2002

Financial

Inadequate enrollment.

Bartow County School Board

Cartersville Elementary School Carterville

1996

2002

District

Surrendered the charter.

Cartersville County School Board

Duval County School Board

GEORGIA

charter schools today: Closures

GEORGIA continued

Mt. Bethel Elementary Marietta

1997

2001

Mismanagement

Collapsed under numerous administrative troubles.

Cobb County School Board

Adairsville Elementary Adairsville

1997

2001

Mismanagement

Poorly managed.

Bartow County School District

2003

Facility

Financial constraints due to facility.

Butte County School District #111

IDAHO Lost Rivers Charter School Arco

ILLINOIS Academy of Communications and Technology Chicago

1997

2004

Academic

Poor student achievement.

Chicago Board of Education

Global Villages (Choir Academy Campus) Chicago

2001

2003

Financial

Inadequate enrollment.

Chicago Board of Education

Governorâ&#x20AC;&#x2122;s State University Charter School Crete

2000

2002

District

Did not meet district guidelines.

Crete-Monee School District #201U

Nuestra America Charter High School Chicago

1997

2002

Mismanagement

Falling attendance, low test scores, and an understaffed board.

Chicago Board of Education

Chicago Preparatory Charter 1997 School Chicago

1998

Mismanagement

Mismanagement and inadequate academic program.

Chicago Board of Education

Dodge City Academy Public 1998 Charter School Dodge City

2001

District

Dodge City Unified Lack of additional state funding for paperwork and accountability requirements School District 443 led district to close.

The Cosmosphere Academy 1997 Hutchinson

2001

District

District management led to inadequate enrollment.

Hutchinson Unified School District 308

Spring Hill Elementary Charter School Spring Hill

1998

2001

District

Poor district oversight led to closure.

Spring Hill Unified School District 230

2000

2003

Financial

Financial and academic difficulties and inability to attract enough students.

State Board of Elementary and Secondary Education

The Street Academy Charter 1999 School New Orleans

2003

Other

Reason unknown.

State Board of Elementary and Secondary Education

KANSAS

LOUISIANA Tensas Charter School Newellton

The Center for Education reform

LOUISIANA continued

Right Step Academy of Excellence Shreveport

1999

2002

Academic

Failed to document and provide proof of academic achievement.

State Board of Elementary and Secondary Education

St. Landry Charter School Opelousas

1998

2002

Mismanagement

Significant board turnover and instability in State Board of management. Elementary and Secondary Education

Education 2000 Hammand

1999

2001

Mismanagement

Poorly managed.

State Board of Elementary and Secondary Education

Bayou Charter School Houma

1996

2001

Financial

Inadequate enrollment.

Terrebonne Parish School Board

1997

2002

Academic

Persistent academic problems.

State Board of Education

North Star Academy Charter 1996 School Springfield

2001

Academic

Closed due to poor student achievement and declining enrollment.

State Board of Education

Boston University Residential Charter School Granby

1997

2000

Financial

Enrollment was below projections, and the school had not been reimbursed.

State Board of Education

YouthBuild

1995

1999

Mismanagement

Disorganization and an inadequate academic program.

State Board of Education

2002

2003

Facility

Unable to secure permanent site.

Detroit Public Schools

Saginaw Preparatory Public 2000 School Academy Saginaw

2003

Facility

Building failed to pass fire marshal inspection.

Saginaw Valley State University

Blue Water Learning Academy St. Claire

2000

2003

Facility

Lost lease.

St. Claire ISD

Academy of Health and Science Grand Rapids

1997

2001

Financial

Inadequate enrollment.

Grand Valley State University

Oasis Academy Southfield

1996

2001

Mismanagement

Poorly managed.

Central Michigan University

The New Horizon Academy 1998 Detroit

2000

Financial

Truancy problems lead to budget shortfalls. Detroit Public Schools

MASSACHUSETTS Lynn Community Charter School Lynn

MICHIGAN Detroit Merit Charter Academy Detroit

charter schools today: Closures

Michigan continued

Turtle Island Detroit

1997

1998

Academic

Failed to meet educational goals and to translate learning activities into credit requirements.

Sierra Leone Educational Outreach Academy

1995

1998

Financial

Lost facility lease. Failed to provide financial Grand Valley State University information including an independent financial audit.

New School for Creative Learning Detroit

1996

1997

Facility

Lost facility lease.

Detroit Public Schools

Northland School for Math and Science Freeland

1995

1997

Financial

Inadequate Enrollment.

Grand Valley State University

Kenquest Detroit

1995

1996

Financial

Inadequate enrollment.

Detroit Public Schools

PEAKS Charter School St. Cloud Sartell

2000

2001

Financial

Inadequate enrollment. Also financial mismanagement.

Central Lakes College

Fort Snelling Academy Fort Snelling

2000

2001

Financial

Transportation for the students was too costly for the school.

Normandale Community College

PEAKS Charter School Dundas

1999

2001

Financial

Inadequate enrollment. Also financial mismanagement issues.

Central Lakes College

Skills for Tomorrow Junior High School St. Paul

1998

2001

Financial

Inadequate enrollment.

Rockford School Board

PEAKS Charter School Pillager

1998

2001

Financial

Inadequate enrollment and financial management issues.

Central Lakes College

Learning Adventures Middle 1998 School St. Paul

2001

Financial

Inadequate enrollment.

Central Lakes College of Brainerd

Central Minnesota Deaf School (CMDS) St. Cloud

1993

2001

Financial

Inadequate enrollment.

St. Cloud School Board

Summit School for the Arts 1997 Chicago City

2000

Mismanagement

Administrative problems.

Chicago Lakes School Board

Success Academy St. Paul

1997

2000

District

The school board determined that it did not St. Paul School District have enough money to pay teachers and staff.

Toivola-Meadowlands Charter School Meadowlands

1993

2000

Facility

Facility costs were too high.

Grand Valley State University

MINNESOTA

St. Louis County School District

The Center for Education reform

Minnesota continued

Right Step Academy Elementary School Minneapolis

1991

2000

Mismanagement

Financial and administrative mismanagement.

St. Paul School Board

Frederick Douglass Math 1994 Science Technology Academy Minneapolis

1999

Facility

Lease agreement issues. Inadequate enrollment, facilities debt.

Minneapolis School District

Dakota Open

1994

1998

Mismanagement

Management and disorganization led to inadequate academic program.

Morton School District

Kansas City Career Academy 2000 Kansas City

2001

Financial

Could not repay deficit to school district.

Central Missouri State University

2002

2003

Facility

Failed to secure a suitable facility.

Clark County School District

Nevada Leadership Academy 2000 Sparks

2002

Financial

Inadequate enrollment.

Washoe County School District

Techworld Charter School Las Vegas

2000

2001

Facility

Failed to secure a permanent building site.

Clark County School Board

1999

2004

Financial

Grew too fast and could not pay bills.

State Commissioner of Education

Green Willow Charter School 2002 Mahwah

2003

Financial

Fiscal and programmatic problems.

State Commissioner of Education

Bergen Hope Charter School 2002 Clifton

2003

Academic

Low student achievement.

State Commissioner of Education

Atlantic City International 2002 Community Charter School Atlantic City

2003

Facility

Failure to secure permanent facility and significant budget deficit.

State Commissioner of Education

CALLA Charter School Plainfield

1999

2002

Financial

Operated at deficit. State and school disputed continual financial problems.

State Commissioner of Education

Russell Academy Charter School East Orange

2000

2001

Mismanagement

Lack of certified staff, declining enrollment, State Commissioner of Education and a failure to follow proper budgetary procedures.

College Preparatory Academy Charter School Dover

2000

2001

Mismanagement

Financial mismanagement.

State Commissioner of Education

Greenville Community Charter School Jersey City

1999

2001

Mismanagement

Failure/inability to provide necessary services, such as special education and IEP services.

State Commissioner of Education

MISSOURI

NEVADA Nevada Explorers Henderson

NEW JERSEY Granville Charter School Granville

charter schools today: Closures

New Jersey continued

Alexander Hamilton Charter 1999 School Patterson

2001

Mismanagement

High personnel turnover and fiscal and administrative problems.

State Commissioner of Education

Greater Trenton Academic & 1998 Technology Charter School Trenton

2001

Academic

High student failure rates that were not corrected.

State Commissioner of Education

Samuel DeWitt Proctor Academy Charter School West Trenton

1997

2001

Academic

Low student achievement and standardized State Commissioner of test scores. Education

Sim贸n Bolivar Charter School Newark

1999

2000

Facility

Failure to secure permanent facility and significant budget deficit.

State Commissioner of Education

Regional Experiential Academic Charter High School Egg Harbor Township

1999

2000

Financial

Fiscal and operational management problems.

State Commissioner of Education

John. A. Reisenbach Charter 1999 School New York

2004

Academic

Low student achievement and standardized State University of New test scores. York

Austin L. Carr Charter School Hudson

2002

Financial

Financial mismanagement of state grant funds.

Reach Charter School New York

2000

2002

Financial

Fiscally unsound: Governance problems and New York City Schools poor test scores. Chancellor

Tarheel Charter High School 2001 St. Pauls

2003

Facility

Could not secure a facility.

State Board of Education

Bear Grass Community Charter School Bear Grass

2000

2003

Facility

Facilities issue.

State Board of Education

Turning Point Academy Durham

1998

2003

Financial

Accounting issues and disputes over teacher State Board of Education salary. Turned in charter to avoid revocation.

Stanly County Community Outreach Community Charter Badin

1999

2002

Financial

Inadequate enrollment.

Harnett Early Childhood Dunn

1998

2002

Financial

Low funding levels, low enrollment and high State Board of Education busing costs.

NEW YORK

New York City Schools Chancellor

NORTH CAROLINA

State Board of Education

The Center for Education reform

NORTH CAROLINA continued

Success Academy Durham

1999

2001

Financial

Accounting issue. Surrendered charter.

State Board of Education

Developmental Day School Statesville

1999

2001

Financial

Served small special needs community. When private donations slowed, school could no longer stay afloat.

State Board of Education

The Sankore School Raleigh

1998

2001

Financial

Relinquished charter due to lack of financial State Board of management brought on by inability to find Education adequate building.

PHASE Academy of Jacksonville Jacksonville

1998

2001

Mismanagement

Substandard financial management.

Onslow Public Schools

Right Step Academy Greenville

1997

2001

Mismanagement

Bad financial management caused poor board governance.

State Board of Education

Change for Youth Goldsboro

1999

Financial

Small program with operating costs that were higher than were sustainable.

Wayne County School District

Wilkes Technical High Goldsboro

1998

1999

Financial

Inadequate enrollment.

Wilkes County School District

Arts & Basics Charter Wilkesboro

1998

1999

Financial

Inadequate enrollment.

Wilkes County School District

School in the Community Chapel Hill

1997

1999

Financial

Inadequate enrollment.

Chapel Hill/Cabboro City Schools

Nguzo Saba Charter School 1997 Caldwell

1999

Financial

Inadequate enrollment.

Caldwell County School District

LIFT Academy Winston-Salem

1997

1999

Mismanagement

Poor financial health and problems with IRS. Revocation sparked litigation.

State Board of Education

Elizabeth Grinton Academy 1997 Elkville

1999

Financial

Financial deficit. Paperwork did not satisfy regulators.

Wilkes County School District

Bright Horizons Goldsboro

1997

1999

Mismanagement

Inadequate enrollment and poor financial management.

Wilkes County School District

Bonner Academy Jacskonville

1997

1998

Mismanagement

Failed to maintain proper financial records Onslow Public Schools and to supply district with financial documentation.

JADES Academy Toledo

1998

2002

Financial

Board decided school was not fiscally viable. State Board of Education

The SABIS International School Cincinnati

2000

2003

Mismanagement

Board of directors claim that the State Board of management company reaped profit and left Education insufficient funds for management.

The Teresa Dowd School Columbus

1999

2003

District

Conflict with district led to closure.

OHIO

charter schools today: Closures

State Board of Education

Ohio continued

Dayton Urban Academy Dayton

1999

2002

Financial

Financial trouble caused by over-reported enrollment.

State Board of Education

Village Shule Toledo

1998

2002

District

Conflict with district led to closure.

Toledo School District

P.A.S.S. Toledo

1999

2001

Financial

Inadequate enrollment.

Toledo School District

Northwest Ohio Building Trades Academy Rossford

1999

2001

Financial

Remote location made it difficult for target Lucas County population to reach school. Junior year Education Service enrollment also deterred potential students. Center

Cleveland Alternative Learning Academy Cleveland

1999

2001

District

Conflict with district led to closure.

State Board of Education

Riser Military Academy Columbus

1999

2000

Mismanagement

Poor management.

State Board of Education

Monroe Academy Toledo

1999

2000

Mismanagement

Facilityâ&#x20AC;&#x2122;s owner was arrested and school lost State Board of Education its building. Sponsor found alternative faciliy then closed the school due to mismanagement.

High Life Youth Education Center Columbus

1999

Financial

Suspended operations after failing to meet staff payroll.

State Board of Education

2000

Financial

Problems with finances, curriculum and repeated changes in leadership.

State Board of Education

Detroit Lake Charter School 2000 Detroit

2003

Facility

Unable to secure a permanent building

Santiam Canyon School District

Molalla Alternative Options 1999 School Beavercreek

2001

Financial

Principal and district board disputes caused Molalla School District financial difficulties for school.

OKLAHOMA W.E.B. Dubois Academy

OREGON

PENNSYLVANIA Wakisha Charter School Philadelphia

2000

2004

Academic

Fluctuating test scores and poor academic performance.

School District of Philadelphia

Raising Horizons Quest Charter School Philadelphia

2000

2004

Financial

Improper accounting and financial management.

School District of Philadelphia

Mariana Bracetti Academy Charter School Philadelphia

2000

2004

Academic

Fluctuating test scores and poor academic performance.

School District of Philadelphia

The Center for Education reform

Pennsylvania continued

Thurgood Marshall Academy 1999 Charter School Wilkinsburg

2003

Financial

Overspent budget by $140 thousand. Lost lease.

School District of Philadelphia

Center for Economics and Law Charter School Philadelphia

1998

2002

Financial

Financial management.

School District of Philadelphia

The Creative Educational Concepts Charter School

1998

1999

Academic

Failed to carry out academic plan.

Molalla School District

Bethune Charter School Bethune

1999

2002

Academic

Did not meet academic goals.

Morrisville School District Board

Harbor School for Arts and Sciences Georgetown

1998

2000

Financial

Not economically viable.

Georgetown School District

Charter Alternative School

1997

2000

Mismanagement

Financial troubles. Questions of accountability were raised.

Mars Area School District

Education Redirection Charleston

1997

1999

Financial

Financial troubles and accountability issues. Wilkinsburg School District

Texas Virtual Charter School 2001 Houston

2002

Facility

Lost facility.

State Board of Education

Twenty-First Century Academy Corpus Christi

2000

2002

Financial

Inadequate enrollment.

State Board of Education

Prepared Table, Inc. Houston

1999

2002

Mismanagement

False enrollment reporting and academic deficiencies.

State Board of Education

Kenny Dorham School for the Performing Arts Austin

1999

2002

Mismanagement

Poor governance and operational management.

State Board of Education

SCAN Charter School Laredo

2000

2001

Other

Realized their vision did not match the reality of running a charter. School voluntarily returned its charter.

State Board of Education

Eastpark Prep Charter Middle School Missouri City

2000

2001

Mismanagement

Financial mismanagement.

State Board of Education

Houston Accelerated Academy Houston

1998

2001

Academic

Poor student performance and management. Placed on probation but failed to make substantial progress.

Houston Independent School District

CASTLE Academy Houston

1998

2001

District

Internal disagreements among charter's board and its administrators.

Houston Independent School District

SOUTH CAROLINA

TEXAS

charter schools today: Closures

Texas continued

Heritage Academy Dallas

1999

2000

Mismanagement

Surrendered charter because of financial mismanagement and community complaints of student misbehavior.

State Board of Education

Bolding Academy Marshall

1999

2000

Financial

Inadequate enrollment.

State Board of Education

All Saints Academy (A.S.A.) 1999 Houston

2000

Facility

Lost lease on building.

State Board of Education

Academy of Austin Austin

1999

2000

Facility

Returned charter due to troubles with landlord.

State Board of Education

L.O.V.E. Charter High 1998 School (Ran by Life is Beautiful Education Center)

2000

Mismanagement

Financial and programmatic issues.

State Board of Education

H.O.P.E.-Helping Others Pursue Excellence Houston

1998

2000

Mismanagement

Financial and programmatic issues.

State Board of Education

Emma L. Harrison Charter School Waco

1998

2000

Mismanagement

Violated laws covering non-profits, open meetings, and public information.

Renaissance Charter School 1996 Irving

2000

Mismanagement

Under investigation by the state for financial mismanagement.

Rameses School San Antonio

1998

1999

Financial

Inadequate enrollment.

P.O.W.E.R. (Life is Beautiful 1998 Education Center) Dallas

1999

Financial

Financial and programmatic issues.

2003

District

Law suit pending against district for failing City of Hampton to support programs.

State Board of Education

VIRGINIA Hampton University Charter 2002 School for Math, Science, and Technology Hampton

WISCONSIN Leadership Academy Charter School Lac du Flambeau

1998

2003

Facility

Lost facility.

Lily Community Charter School Lily

2000

2002

District

Although school brought new students to Unified School District the district, the school board closed schools of Antigo in order to balance its own budget.

Chrysalis Elementary Charter School Antigo

1999

2002

District

Although school brought new students to Unified School District the district, the school board closed schools of Antigo in order to balance its own budget.

Lac du Flambeau School District No.1

The Center for Education reform

WISCONSIN continued

Chrysalis Family Charter School Antigo

1996

2002

District

Although school brought new students to Unified School District the district, the school board closed schools of Antigo in order to balance its own budget.

Charter Products, Inc. Fond du Lac

1998

2000

District

Declining enrollment. Developed to meet Fond du Lac School the needs of the school district rather than District the needs of students the school planned to serve.

Kickapoo River Institute Kickapoo Valley

1997

1998

District

School served multiple districts but administrators could not agree on a location.

charter schools today: Closures

Fond du Lac School District

Consolidations School City

Opened

Consolidated Explanation

Sponsor

1997

2001

School consolidated back to district.

Fairbanks North Star School District

2000

2003

Teachers voted to convert back into a traditional public school because of significant changes from the original program design.

State Board of Education

2000

2003

Consolidated from three to two sites, students transferred.

State Board for Charter Schools

Montessori Day Public 1996 Schools Chartered Sunnyslope Phoenix

2002

Consolidated to fewer campuses.

State Board for Charter Schools

Sedona Charter School Sedona

1999

2001

Built new building and consolidated all grades into one site.

State Board for Charter Schools

Tucson Urban League Academy Tuscon

1999

2001

All students moved to one central campus.

State Board for Charter Schools

E.A.G.L.E. Academy Williams

1999

2001

Site was temporary. All students merged into Higley Unified School one main campus. District

Bridgeway Alternative School 1998 (BAS) Cottonwood

2001

Surrendered charter and consolidated back Higley Unified School into the district. District

Baurau Learning Center Cordes Lake

1997

2001

Consolidated to one site. Charter holder changed name to Pittman Resources.

State Board for Charter Schools

Center for Educational Excellence Campus #2 Chandler

1997

2001

Site closed and consolidated with other campuses.

State Board for Charter Schools

ALASKA New Beginnings Charter School Fairbanks

ARKANSAS Grace Hill Elementary School Rogers

ARIZONA New West School Pomerene

The Center for Education reform

ARIZONA continued

Hermosa Montessori Charter #2 Tucson

1997

2001

Consolidated to one site.

State Board for Charter Schools

Mountain School Highland Campus Flagstaff

1997

2001

Consolidated to one main campus.

State Department of Education

Horizon Charter School McKemy Campus Chandler

1996

2001

Moved students to its main facility when construction was complete.

State Department of Education

Hotevilla-Bacavi Community School Hotevilla

1996

2001

Reverted to grant (tribal) school.

Cedar Unified School District

Khalsa Montessori School Tucson

1996

2001

Consolidated from two schools to become one site.

State Board for Charter Schools

Villa Montessori Campbell Phoenix

1996

2001

All sites under this charter chose to comprise one campus and share the same administration.

State Board for Charter Schools

Greyhills Academy High School Tuba City

1995

2001

Reverted back to grant (tribal) status.

State Department of Education

Montessori Charter School of Flagstaff/Westside Flagstaff

1995

2001

Four sites became one campus since all facilities shared the same administration.

State Board for Charter Schools

PPEP TEC - William Brown 1995 Learning Center Marana

2001

Students transferred to another location under same charter.

State Board for Charter Schools

Montessori Charter School of Flagstaff/Sunnyside Flagstaff

1995

2001

Four sites became one campus since all facilities shared the same administration.

State Board for Charter Schools

TLC Charter Schools, Inc. Cottonwood

1999

2000

Site consolidated with others.

Higley Unified School District

Casabel

1996

2000

Was already working with another charter Window Rock School on contractual basis and decided to operate District as combined site.

Life School College Prep Benchmark Mesa

1999

Consolidated under same charter.

Higley Unified School District

Life School Legends

1998

1999

Transferred as a site under their charter with Higley School District.

Higley Unified School District

Bright Beginnings School #2 1997 Chandler

1999

Site closed and consolidated to other Bright Beginnings school.

State Board for Charter Schools

charter schools today: Closures

ARIZONA continued

Life School College Prep St. Johns St. Johns

1997

1999

Inadequate enrollment. Consolidated with other location.

State Board for Charter Schools

NFL YET Academy

1997

1999

Consolidated into primary site.

State Board for Charter Schools

Kachina Country Day School 1996 Paradise Valley

1999

Facility required extensive modifications. Students were moved to Kachina Country Day School #2.

State Department of Education

Intelli-School Main Phoenix

1995

1999

Lease terminated. Students transferred to three other campuses.

State Board for Charter Schools

Life School College Prep Benchmark Mesa

1995

1999

Consolidated under same charter.

Higley Unified School District

Round Valley

1995

1999

Program was not adequately innovative or different from the district's.

Round Valley District

Gila Crossing

1997

1998

Reverted back to grant (tribal) school.

Excel Education Centers Williams

1995

1998

Enrollment in school and district dropped. State Board for Charter Schools

Greaswood Springs

1996

1997

State withheld funding because school qualified for federal Bureau of Indian Affairs funds. Without state funding, the school opted to return to the district.

State Board for Charter Schools

Saint John's Alternative Saint John's

1995

1997

Program was not adequately innovative or different from the district's.

Saint John's District

Little Red Schoolhouse Kingsburg

1999

2002

Was program within another school that became an official part of that charter.

Kingsburg Joint Union Elementary School District

Edison Language Academy Charter School Santa Monica

1998

2001

Converted back to traditional school.

Santa Monica-Malibu Unified School District

Orange County Charter School Costa Mesa

1998

2001

School reverted back to the district because Orange Co. Office of Education of bureaucratic obstacles.

Placer High Charter School 1995 Auburn

2001

School reverted back to the district.

Placer Union High School District

Yucca Mesa Charter School 29 Palms

1993

2001

School surrendered charter and reverted back to the district.

Morongo Unified School District

Heritage School Phelan

1997

2000

School reverted back to the district.

Snowline Joint Unified School District

CALIFORNIA

The Center for Education reform

California continued

Temescal Canyon Continuation High School Pacific Palisades

1995

2000

Reverted back to the district.

Los Angeles Unified School District

Richgrove Elementary School Richgrove

1995

1999

Reverted back to the district.

Richgrove Elementary School District

Louisiana Schnell Elementary Placerville

1994

1999

Became part of another school after change El Dorado School in funding. District

Folsom Middle School Folsom

1993

1998

Reverted back to traditional public school status.

Folsom-Cordova Unified School District

International Studies Academy San Francisco

1994

1997

Reverted back to traditional public school status.

San Francisco Unified School District

Renaissance School Parker

1995

2001

Jointly operated program lost support of other school and school board was not interested in managing the business side. Consolidated back into the district.

Douglas County School District

Clayton Charter School Clayton

1994

1997

Absorbed by a charter in the same district with better resources.

New Dimensions Charter-Ice 1998 Rink Satellite Kissimmee

2000

Satellite location at an ice rink consolidated, Osceola School Board due to fiscal concerns, with primary site.

1998

Was not renewed due to lack of educational Forsythe School District innovation.

1996

1999

Was not renewed and reverted back to district.

Peoria School District

1996

1999

Board voted to revert back to district.

Evangeline Parish

COLORADO

FLORIDA

GEORGIA Midway Elementary School 1995 Cumino

ILLINOIS Peoria Alternative Charter School Peoria

LOUISIANA Academic and Career Education Ville Platte

charter schools today: Closures

MICHIGAN Curtis House Academy Frankenmuth

1997

2000

Reconverted to traditional school.

Saginaw ISD

1994

2001

Financial mismanagement. Reverted back to St. Paul School Board the district.

Broad Horizons Educational Center Portales

1994

2001

Returned to district as an alternative high school.

State Board of Education

Harrison Middle School Albuquerque

1996

1999

Was not renewed and reverted back to district.

State Board of Education

Highland High Schools Albuquerque

1994

1999

Was not renewed and reverted back to district.

State Board of Education

Taylor Middle Schools Albuquerque

1994

1999

Was not renewed and reverted back to district.

State Board of Education

1999

2001

Reverted back to district.

New York City Schools Chancellor

Middle College Charter High 1999 School at La Guardia Community College Long Island City

2001

Reverted back to district.

State University of New York

1998

2002

Reverted back to district.

Houston Independent School District

Jump Start, Johnston Middle 2000 School Houston

2001

Was a program within a school that did not Houston Independent take off and was re-absorbed into the School District original school.

Centripet II Pasadena

1998

2001

Lost its site and consolidated all programs to Houston Independent one location. School District

1997

2002

District closed school, co-opted program and operated it as a resource room in the district's middle and high schools.

MINNESOTA Opportunities for Learning St. Paul

NEW MEXICO

NEW YORK International Charter High School at La Guardia Community College Long Island City

TEXAS Anderson Charter Elementary Houston

WISCONSIN Lancaster Academy Lancaster

Lancaster Community School District

The Center for Education reform

WISCONSIN continued

Glidden Charter School Glidden

1998

2000

State education department did not feel it met charter criteria and converted entire school to Title I status.

Nature and Technology Charter School

1998

1999

Was one class in a traditional public school that is no longer being offered.

charter schools today: Closures

Glidden School District

never opened School City

Lost

Explanation

Sponsor

Frontier Charter School

2002

Charter rescinded because of facility issue.

State Board for Charter Schools

New Century Academy Phoenix

2002

Never opened as an active school.

State Board of Education

New Samaritan Scottsdale

2003

Never opened as an active school.

State Board for Charter Schools

Phoenix Day Phoenix

2002

Unable to obtain zoning permit.

State Board for Charter Schools

Primavera Builders Tucson

2002

Never opened as an active school.

State Board of Education

Rainbow Academy Phoenix

2002

Never opened as an active school.

State Board for Charter Schools

Sonora Academy - Thunderbird Campus Phoenix

2002

Never opened as an active school.

State Board for Charter Schools

Attix School

2001

Awarded charter, never signed contract with state.

State Board for Charter Schools

Beacon Ahwatukee Charter School 2001

Charter returned.

State Board for Charter Schools

Beacon Chandler Charter School 2001

Charter returned.

State Board for Charter Schools

ARIZONA

Gilbert Life Community School Gilbert

2001

Never opened as an active school.

State Board for Charter Schools

Mission Montessori Academy Phoenix

2001

Never opened as an active school. Charter holder is approved for multiple campuses, but the facility had problems.

State Board of Education

Ashton Education Center Peoria

2000

Never opened as an active school.

State Board of Education

Bryan Charter Schools Congress

2000

Never opened as an active school.

State Board for Charter Schools

Desert Pathways Mesa

2000

Never opened as an active school.

State Board for Charter Schools

Edison Partnership Charter School Glendale

2000

Never opened as an active school.

State Board for Charter Schools

The Center for Education reform

ARIZONA continued

Foothills Community School

2000

Surrendered charter and never opened as an active school. State Board for Charter Schools

Isaac Charter School Phoenix

2000

Never opened as an active school.

State Board for Charter Schools

New Age Arts Academy Phoenix

2000

Never opened as an active school.

State Board of Education

VistaCare Charter School Holbrook Hereford

2000

School never opened, charter now terminated.

Higley Unified School District

Academy for Career Exploration

1999

Awarded charter, never signed contract with state.

Greenlee Charter School

1999

Charter returned, decided not to open.

State Board for Charter Schools

Virtual Universe

1999

Never opened as an active school.

State Board for Charter Schools

Wellspring Academy Tucson

1999

Never opened as an active school.

State Board for Charter Schools

AZ Academy Communications Arts and Technology

1998

Awarded charter, never signed contract with state.

State Board of Education

Tempe Horizons Charter School Tempe

1995

Never opened as an active school.

State Board for Charter Schools

Charter Transmittal Reporting Placerville

2003

School is pending.

El Dorado School-to-Career Charter Camino

2003

School is pending.

El Dorado Union High School District

Paragon Primary Waldorf Charter School Aptos

2003

Never opened as an active school.

Nevada School District

School of Arts and Sciences North San Juan

2002

Never opened as an active school.

Twin Ridges Elementary School District

Olivet Community Partnership School San Diego

2001

Could not secure facility.

Alameda School District

San Antonio Community Partnership School San Diego

2001

Never opened as an active school.

Alameda School District

Nevada County Academy of Learning High School

1997

Never opened as an active school.

Nevada County Office of Education

Westport Village School Westport

1997

Charter returned.

Fort Bragg Unified School District

CALIFORNIA

charter schools today: Closures

CALIFORNIA continued

Howell Mountain Charter School 1996

Never opened as an active school.

Howell Mountain Elementary School District

Options for Youth-Long Beach Long Beach

1996

Never opened as an active school.

Long Beach Unified School District

Country Charter School Occidental

1995

Never opened as an active school. Charter still exists, but is inactive.

Harmony Union School District

Golden Feather Charter School Oroville

1995

Never opened as an active school.

Golden Feather Unified School District

Walden Academy Charter School 1995

Charter returned.

San Diego City Unified School District

Magna Carta Secondary School

1994

Charter returned.

Cotait-Rohnert Park Unified School District

Bear Valley Charter School

1993

Never opened as an active school. Inactive.

Bear Valley Unified School District

Yulupa Elementary

1993

Never opened as an active school. Inactive.

Bennett Valley Union Elementary School District

2003

Could not secure a facility and never got off the ground after approval.

Adams-Arapahoe School District

Diamond Bay Academy Camden

2003

Never opened as an active school.

State Board of Education

Archway Charter School of Delaware Atco

2003

Could not secure facility.

Eagle Nest Charter School Wilmington

2002

Could not secure facility.

Red Clay School District

Charter returned.

Orange County School Board

Sarasota County School Board

COLORADO Legacy Charter School Aurora

DELAWARE

FLORIDA West Orange County Elementary 2003 Charter School West Orange County Learning Excellence Foundation of Sarasota Pembroke Pines

2003

Never opened as an active school.

The Museum Science and Discovery Charter School Ft. Lauderdale

2002

Plans for the school have been placed on indefinite hold by Broward County School Board the Museum board.

The Center for Education reform

FLORida continued

Renaissance Academy Sarasota

2001

Applicants decided not to go forward.

Sarasota County School District

Westgate Academy of Excellence Ft. Lauderdale

2001

Was never approved. Application was submitted and withdrawn before it was considered.

Broward County School Board

Bay Village Center Education St. Petersburg

2000

Failed to get sufficient enrollment to open.

Pinellas County School Board

Building Blocks Charter School Starke

2000

Did not have adequate interest/enrollment to open.

Bradford County School District

2000

Experienced financing/facilities issues.

Bonner County School District

Golden Apple Charter School Chicago

1998

The board withdrew the charter it had granted.

Chicago Public Schools

Great Builders Charter School Chicago

1998

Facility plans fell through.

Chicago Public Schools

Enterprise Charter School Chicago

1997

Facility plans fell through.

Chicago Public Schools

North River Charter School Chicago

1997

Facility plans fell through.

Chicago Public Schools

Student Builders Charter School Chicago

1997

Facility plans fell through.

Chicago Public Schools

2000

Never opened as an active school.

Springfield School District

2002

Never opened. Inadequate enrollment.

IDAHO Da Vinci Charter Academy Bonner County

ILLINOIS

MASSACHUSETTS HM High School of Essential Studies Springfield

MICHIGAN The Children's Journey

Cornerstone Academy-Tecumseh 2001 Dundee

Never opened as an active school.

Eastern Michigan University

2000

Never opened as an active school.

Grand Valley State University

2000

Never opened as an active school.

Intermediate District 916

Benton Harbor Community Academy Benton Harbor

MINNESOTA Roseville Edison Academy Roseville 66

charter schools today: Closures

Minnesota continued

St. Lawrence Academy Scott County

1997

Never opened as an active school.

Normandale Community College

Prairie Island CS Red Wing

1995

Surrendered charter due to lack of local support and withdrawal of local funding.

Red Wing School District

2002

School could not meet deadlines for facility.

Southeast Missouri State University

2002

Never secured facility.

Clark County School District

Delta Community Charter School 2001 Jacobstown

Never secured facility.

State Commissioner of Education

MISSOURI The Garden School St. Louis

NEW JERSEY General Colin Powell Academy

Eugenio Maria De Hostos Charter School Paterson

2001

Withdrew charter application because it could not meet the state deadlines on its building.

State Commissioner of Education

Newark Prep: Academy for Health Sciences and Technology Charter School Newark

2000

Never secured facility.

State Commissioner of Education

Staffing problems and inadequate renovations.

State Commissioner of Education

Never opened as an active school.

State Board of Education

Charter returned.

State Board of Education

Roberto Clemente Charter School 2000 Perth Amboy

NORTH CAROLINA Catawba Valley Tech Catawba

2002

Cabarrus County Charter School 2000 Cabarrus County Harnett Technical School Dunn

1999

Never opened as an active school.

State Board of Education

Mecklenburg Tarheel Challenge-West Charlotte

1999

Never opened as an active school.

State Board of Education

Mountain Pathways

1999

Charter returned.

State Board of Education

The Odessy Hillsboro

1998

Charter returned.

State Board of Education

Rainbow Mountain Children's School Ashville

1997

Charter returned. School opened as a private school.

Ashville City School District

The Center for Education reform

PENNSYLVANIA Health, Human Services, and Technical Academy Charter School Philadelphia

2003

Withdrew charter application.

School District of Philadelphia

Career Pathways Philadelphia

2001

Charter returned.

School District of Philadelphia

Longmore Academy Charter School Mars

2000

Withdrew charter application.

School District of Philadelphia

Houston's Space Community Charter School Houston

2003

Surrendered charter. Never opened as an active school.

State Board of Education

Brazos Valley Charter School Bryan

2001

Sponsor revoked charter. Never opened as an active school.

State Board of Education

Space Center Charter School

2001

Never opened as an active school. Charter Returned.

Austin Interactive Learning Academy Austin

2000

Never opened as an active school. Charter Returned.

State Board of Education

Crystal Hills Prep Academy Dallas

2000

Charter returned.

State Board of Education

Freedom School McAllen

2000

Charter returned.

McAllen School District

Gateway-West Texas AM Canyon

2000

Never opened as an active school. Charter Returned.

State Board of Education

Texarkana Montessori Austin

2000

Charter returned.

State Board of Education

TEXAS

American Academy of Excellence 1999 Charter Houston

Never opened as an active school.

F.A.I.T.H Education Center

1999

Never opened as an active school.

El Paso Community Charter School El Paso

1998

Never opened as an active school.

Neighborhood Pride

1998

Never opened as an active school. Charter Returned.

Sky's the Limit Charter School

1997

Never opened as an active school. Charter Returned.

State Board of Education

charter schools today: Closures

The Center for Education Reform 1001 Connecticut Avenue, NW â&#x20AC;˘ Suite 204 Washington, DC 20036 tel (202) 822-9000 fax (202) 822-5077 www. edreform.com