Among Charter Schools, Inconsistency Begets Opportunity
Andrew Rotherham – who writes the blog “Eduwonk” – has also recently started writing a weekly column forTime Magazine. Most of his articles have been interesting and relatively fair, even on the controversial issues. He has a point of view, just like the rest of us, but usually makes a good-faith effort to present alternate viewpoints and the relevant research.
His most recent piece was a disappointment. In it, Rotherham takes up the issue of charter schools. His overarching argument is that too many people focus on whether or not charter schools are “better” or “worse” than regular public schools, rather than why – which policies and practices are associated with success or failure.
As I stated in my very first post on this blog (and others), I completely agree. Given the overt politicization of the charter school discussion, the public desperately needs a move away from the pro/anti-charter framework, towards a more useful conversation about how and why particular schools do or don’t work. Their inconsistent performance has caused controversy, but it also an opportunity.
But, when Rotherham lays out the characteristics (“ethos and operations”) that these successful charters supposedly share, the factors he specifies are vague and unsubstantiated – it’s hard to figure what they mean, to
