This is the first article of a two-part series on charter schools. The second will appear on 11/20/24 and is titled “What Donors Should Know About Evaluating Charter Schools.”
There is glaring student achievement inequality in America’s public schools. Rigorous evidence suggests that “a substantial portion of the unequal education outcomes that we see between richer and poor students is related not to home, but to what happens in school.” Charter schools are reducing that inequality by closing achievement gaps between groups and improving outcomes for all students.
Since 1991, 46 charter laws have created 8,000 schools and campuses that enroll 3.7 million students, around 7.5% of all public school students. Enrollment in these independent public school of choice that are accountable for results is increasing while traditional district school enrollment is decreasing. For example, over the five years from 2019-2020 to 2023-2024, charter enrollment grew by around 12% or 393,000 students, while district enrollment decreased by around 4% or 1,750,000 students. Around six out of 10 (58%) charter schools are in urban areas, with the remainder in suburbs (25%), rural areas (11%), and smaller towns (6%).
Has this charter growth harmed traditional public schools? And how can we be sure that charter schools are meeting the needs of students who most need help?
Over the last 18 months, four national and two state reports on charter schools were released. In what follows, I summarize those reports, providing more evidence of a dynamic, self-improving charter sector that reduces student academic inequality.
