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When corporate education antiquarians reformers talk about the virtues of charter schools, high on their list is charter freedom from bureaucratic red tape and regulations that rule the "government" schools. Without such restrictions, the story goes, charter schools are free to innovate, adapt to changing needs locally, and improve learning. Sounds great, right?
What this means in reality is that charter school corporations, both nonprofit and forprofit, are unconstrained in opening schools in any discarded shell of a building, without libraries, gyms, art rooms, clinics, or any of the other humanizing elements we associate with public schools in the suburbs. They are also without restraint in the way they hire and fire teachers without due process, unregulated in the way they deal with parents or keep their books, and most importantly, they are unregulated in the way they run these urban reform schools based on a 19th Century instructional model and an 18th Century behavioral catechism.
Children with special education plans (IEPs) are left without special education teachers, and children who
What this means in reality is that charter school corporations, both nonprofit and forprofit, are unconstrained in opening schools in any discarded shell of a building, without libraries, gyms, art rooms, clinics, or any of the other humanizing elements we associate with public schools in the suburbs. They are also without restraint in the way they hire and fire teachers without due process, unregulated in the way they deal with parents or keep their books, and most importantly, they are unregulated in the way they run these urban reform schools based on a 19th Century instructional model and an 18th Century behavioral catechism.
Children with special education plans (IEPs) are left without special education teachers, and children who
