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Charter and Magnet Schools as a part of Educational Reform

Introduction

Education is defined as a process by which people develop their minds, their character and their skills. This life long process is marked by a person’s constant change and development. The instruction in a school that is controlled by the government is what we define as schooling. These definitions overlap each other in that education is continual and schooling is one part of a person’s education. Educational reform has been part of the education system for the past one hundred years (Ryan & M.Cooper, 2000). As the progression of educational reform proceeded to take large strides throughout the years the development of charter and magnet schools have clearly proven to be a valuable part of its progression, and while different, they seem to have the same goals in offering an alternative to the public education system without having to pay private school tuitions.

Magnet Schools

Magnet schools are part of the public school system that typically exist outside of zoned areas. These schools usually have something special to offer over standard public schools. The schools were first brought about to help increase the diversity in schools while making it an attractive choice to students and parents. Magnet schools have a tendency to attract students outside of their assigned neighborhood while offering an alternative curriculum and instructional approach. Although the main purpose of magnet schools was to reduce racial segregation voluntarily it has now moved to increasing academic achievement. In order to do this, magnet schools have adopted cooperative learning techniques, extracurricular activities, and special projects that allow students to share their diverse skills. Student s evaluations are based on progress and effort as well as achievement. Their grades may be written as comments rather than grades, which in turn will lessen the tendency to stereotype or create hierarchy among students. Therefore magnet schools have shifted from desegregating to creating schools with high interest, motivation, and learning for students with the support and satisfaction of parents. (Hadderman, 2002) These schools serve as pilots for effective educational change. (Klauke, 1988)

Magnet School Statistics

During 1991-92, districts across the country operated 2,400 magnet schools and 3,200 individual magnet programs making it the most prevalent choice. Student surveys show that graduates of magnet programs compared with graduates of comprehensive urban high schools suggest that magnets can positively influence high school graduates’ social development and educational/occupational aspirations. Two long-term studies also confirm the academics suitability for high risk and other youth (Hadderman, 2002). Although these studies show favorable findings there are some that show negative or mixed results for magnet schools. For example, Steel and Eaton’s 1996 evaluation of the Magnet Schools assistance program between 1989-1991discovered that only half the schools met their desegregation objectives during the grant period. (Hadderman, 2002) This supports the theory that magnets selection processes which vary among districts, draw only the best students and teachers. Therefore to establish and maintain magnet objectives, principals often need to play a stronger than usual role in shaping policy (Klauke, 1988).

Charter Schools

Charter schools are nonsectarian public schools that operate with freedom from the regulations that apply to public schools. The “charter” establishing each school is a performance contract detailing the schools mission, goals, program, methods of assessment, students served, and ways to measure success. They are held accountable by their sponsor, which is usually a state or local board. The basic concept of the charter school is that they exercise increased autonomy in return for this accountability. They are accountable for both academic and fiscal practices to several groups, the sponsor that grants them, the parents who choose them, and the public that funds them. In order to start a charter school the state must first set in effect a charter law. Then the founders of the school apply to the state to start the school and receive funding. Charter schools are public schools they are funded by enrollment so they receive funding from the district and the state according to the number of students. The intention of the charter school is to increase the opportunity for quality education, create a choice for parents in the public school system, encourage innovative teaching, create new professional opportunism for teachers, and encourage community and parent involvement in the students’ education. Charter schools give families the chance to pick schools that best fit their child’s educational well-being. Some charter school programs focus on reading and writing and additional subjects students struggle on, while other schools offer special arts and music programs. They also offer dropout prevention programs, adult education programs, preschool programs(Head Start), day care needs, and programs that work with children who want to go to college (just the FAQs- Charter schools, 2008). Charter schools focus on the needs of students not adults. Their goal being to help children succeed no matter what. They often engage local businesses to provide resources and services to the local school and families. Teachers often choose charter schools because they help them avoid the frustration of bureaucracy. In addition to hiring certified teachers charter schools can hire qualified individuals with professional experience in their subject area this allows education with a real-life experience. As stated in the No Child Left Behind Policy school choice programs aim to increase education options for students and their families and reconfigure the landscape of education in America (Krueger & Ziebarth, 2001). Charter schools are considered part of the school choice program.

Charter School Statistics

Charter schools have become a very popular choice in the public school system. The Center for Education Reform’s 2001-02 National Charter School Directory profiles 2’431 schools in 34 states and Washington D.C. these schools serve nearly 580,000 children and involve more than 1.6 million people, including students, parents, teachers, administrators, and charter school board members (Hadderman, 2002). As a whole charter schools have been successful by providing an exciting new education in an inclusive, individual matter. Harvard University Professor and Economist Caroline Hoxby recently released a study called “A Straightforward Comparison of Charter Schools and Regular Public Schools in the United States.” The study compared 4th graders in charter schools to 4th graders in public schools that the charter students would go to absent the charter option and made several conclusions. Compared to the students in the nearest public school, charter school students are 4% more likely to be proficient in reading and 2% are more likely to be proficient in math on the states exams. Students compared with the nearest regular public school with similar racial composition, the charter school students were 5% more likely to be proficient in reading and 3% more likely to be proficient in math. In states where charters are well established, such as Arizona and California the advantage tends to be greater (just the FAQs- Charter schools, 2008).

Conclusion

In conclusion, charter and magnet schools give an alternative to public schools for students and parents. They are both still held accountable for test scores and enrollment. Magnet schools were developed to desegregate public schools voluntarily while charter schools were developed to offer a better quality education through the public school system. Magnet schools have moved towards providing better education now rather than focusing on desegregation. Both schools offer quality education without having to pay tuition to a private school. They also have the freedom to incorporate special programs as a part of their educational system. As stated in the No Child Left Behind Policy school choice programs aim to increase education options for students and their families and reconfigure the landscape of education in America (Krueger & Ziebarth, 2001). The differences between charter and magnet schools are minimal. Students are admitted in different ways depending on the individual institution. Teachers in magnet schools must be certified whereas in charter schools they can hire qualified individuals with real-life experience in their subject area. While magnet schools are 100% state funded, charter schools require some help from outside sources Charter and magnet schools seem to have the same goals at hand, and that is provide a quality alternative to public education.

Bibliography

Hadderman, M. (2002). School Choice. Trends and Issues. ERIC Clearinghouse on Educational Management. Just The FAQs- Charter schools. (2008, February 14). Retrieved from www.edreform.com. Klauke, A. (1988). Magnet Schools. Eric Clearinghouse on Educational management. Krueger, C., & Ziebarth, T. (2001). School Choice. No Child Left Behind Policy Brief. Education Commision of the States. Ryan, K., & M.Cooper, J. (2000). Those Who Can, Teach. Boston, New York: Houghton Mifflin Company.