From the outset, charter schools were somewhat of a blind man's elephant—people saw in them whatever they wanted—but two competing theories that helped propel the charter movement were that the schools would serve as laboratories for experimenting with new education approaches that could be shared with public school districts, or that charters were created to disrupt the public school system by giving parents an alternative to district-run schools.
When the federal government got involved in creating new charter schools, beginning formally in 1994, it leaned into the former of those theories rather than the latter. The bill that led to the forming of the Charter School Program (CSP) under the Department of Education described charters as "a mechanism for testing a variety of educational approaches," and to this day, part of the mission of the CSP, as defined by the education department's Office of Innovation and Improvement that oversees it, is to "increase public understanding of what charter schools can contribute to American education."
Since its inception, the CSP has given out more than $4.1 billion to create and expand charter schools, according to a December 2019 report by the Network for Public Education (NPE).
Yet somewhere along the way, the CSP forgot its duty to create and oversee a charter sector that benefited the public system and instead has chosen to reward schools that give narrow slices of children and families a publicly funded alternative to their local schools. NPE has CONTINUE READING: How the federal government’s charter school program went wrong - Alternet.org
